Ooi Pei Boon, Wan Jaafar Wan Marzuki, Crosling Glenda
Department of Medical Sciences, School of Medical and Life Sciences, Sunway University, Subang Jaya, Malaysia.
Department of Counselor Education and Counseling Psychology, Faculty of Educational Studies, Universiti Putra Malaysia, Seri Kembangan, Malaysia.
Front Psychol. 2021 Dec 13;12:749225. doi: 10.3389/fpsyg.2021.749225. eCollection 2021.
The concept of self-efficacy has been widely studied and shown to contribute to individuals' job satisfaction. For counselors, the concept measures their belief in their ability to conduct counseling sessions. However, it is an understudied area. As Bandura states, self-efficacy and its sources should be investigated and measured within its domain, which in this case is school counseling. This study examined the impact on school counselors' self-efficacy and job satisfaction of the personal and environmental factors: (a) mastery experience, (b) social persuasion, (c) vicarious learning, (d) physiological and affective state, (e) the access to training, and (f) perceived supervisor support of training. The cross-sectional study involved 541 Malaysian secondary school counselors nationwide via a random sampling-distributed questionnaire. Results which were analyzed using PLS-SEM, with importance-performance functionality embedded in it, indicated that mastery experience, access to training, and perceived supervisor support of training explained 45.6% variance in counseling self-efficacy and together with counseling self-efficacy, contributed 13.2% variance in job satisfaction among the school counselors. The importance-performance map analysis revealed supervisor support of training as of greatest importance in shaping counseling self-efficacy. Counseling self-efficacy partially mediated the relationship between mastery experience, access to training, supervisor support toward training, and job satisfaction Arising from this finding is a proposed theoretical framework in which efficacy information (i.e., mastery experience), environmental determinants (i.e., access to training and supervisor support of training) and cognitive determinant (i.e., counseling self-efficacy) corresponded together congruently and lead to higher job satisfaction. Suggestions are also made for training providers, content developers, and policymakers to include these factors in professional development training and continuous education, to sustain the wellbeing of school counselors.
自我效能感的概念已得到广泛研究，并被证明有助于提高个人的工作满意度。对于咨询师而言，这一概念衡量的是他们对开展咨询会话能力的信念。然而，这是一个研究不足的领域。正如班杜拉所说，自我效能感及其来源应在其领域内进行调查和衡量，在本案例中即学校咨询领域。本研究考察了个人和环境因素对学校咨询师自我效能感和工作满意度的影响：（a）掌握经验，（b）社会说服，（c）替代性学习，（d）生理和情感状态，（e）培训机会，以及（f）对培训的主管支持感知。这项横断面研究通过随机抽样发放问卷，涉及全国541名马来西亚中学咨询师。使用嵌入重要性-绩效功能的PLS-SEM进行分析的结果表明，掌握经验、培训机会和对培训的主管支持感知解释了咨询自我效能感中45.6%的方差，并且与咨询自我效能感一起，解释了学校咨询师工作满意度中13.2%的方差。重要性-绩效图分析显示，主管对培训的支持在塑造咨询自我效能感方面最为重要。咨询自我效能感部分中介了掌握经验、培训机会、主管对培训的支持与工作满意度之间的关系。基于这一发现，提出了一个理论框架，其中效能信息（即掌握经验）、环境决定因素（即培训机会和主管对培训的支持）和认知决定因素（即咨询自我效能感）相互协调一致，从而带来更高的工作满意度。同时也建议培训提供者、内容开发者和政策制定者将这些因素纳入专业发展培训和继续教育中，以维持学校咨询师的幸福感。
