Factors Influencing School Counselor Involvement in Partnerships With Families of Color: A Social Cognitive Exploration

Abstract

Using a national sample of 155 school counselors, we examined the relationships between school counselors' personal and environmental factors and their involvement in partnerships with families of color. We found positive correlations between school counselor self-efficacy, multicultural competence, and involvement in partnerships. Multiple regression analysis indicated that self-efficacy about partnerships and multicultural knowledge served as predictors of school counselor involvement in partnerships with families of color. We discuss implications for school counselor efforts in establishing these partnerships.

Leadership Practices Linked to Involvement in School–Family–Community Partnerships

“…School counselors’ self-efficacy about partnerships was a significant predictor of school counselors’ involvement in school–family–community partnerships. This is consistent with other studies examining predictors of school counselor involvement in partnerships, in which self-efficacy has consistently emerged as a major correlate with the largest coefficient and effect size (e.g., Bryan & Griffin, 2010; Bryan & Holcomb-McCoy, 2007; Harris, 2016). Previous research has also shown that counselors’ self-efficacy is linked to their work-related performance, their commitment and motivation to accomplish goals, and their willingness to tackle difficult tasks (Betz, 2004; Bodenhorn & Skaggs, 2005; Lent & Brown, 2006).…”

“…Overall, systemic collaboration emerged as the leadership dimension most correlated with school counselors’ involvement in partnerships. Similar to previous studies (see Aydin et al, 2012; Bryan & Griffin, 2010; Bryan & Holcomb-McCoy, 2007; Harris, 2016), this study found consistent relationships between school counselors’ self-efficacy and role perceptions about partnerships, the school’s collaborative climate, and principal’s expectations and school counselor partnership involvement. Systemic collaboration had the largest coefficient in the regression equation after controlling for all school context and school counselor factors, suggesting that school counselors who approach school counseling through a systemic collaboration lens or mind-set are more likely to build partnerships with families and community members.…”

“…They identified several school context and school counselor factors linked to school counselors’ involvement in school–family–community partnerships. The school context factors included collaborative school climate and school principal’s expectations, and the school counselor factors were counselors’ own role perceptions, self-efficacy about partnerships, attitudes about partnerships, time constraints, and training in partnerships (Aydin, Bryan, & Duys, 2012; Bryan & Griffin, 2010; Bryan & Holcomb-McCoy, 2004, 2007; Harris, 2016). These findings are consistent with previous studies identifying how school counseling practice can be affected by school climate and principals’ expectations (Amatea & Clark, 2005; Clemens, Milsom, & Cashwell, 2009; Dollarhide, Smith, & Lemberger, 2007; Finkelstein, 2009; Littrell & Peterson, 2001), counselors’ self-efficacy (Betz, 2004; Bodenhorn & Skaggs, 2005; Lent & Brown, 2006), and role perceptions (Brott & Myers, 1999).…”

The Effect of Subjective Well-Being, Peer Support, and Self-Efficacy on Student Engagement of Class X Students of Four State Senior High School in Sidoarjo [Pengaruh SWB, PS, dan Efikasi Diri terhadap SE Siswa Kelas X di Empat SMAN di Kabupaten Sidoarjo]

“…that of the variable of student engagement (SE), as a result of the cognitive processes of the individual (P), these being the variables of self-efficacy and subjective well-being, together with the involvement of the environmental factor (E), which in this research is peer support. Self-efficacy, formed from the social cognitive theory, is related to the conviction of individuals of their own abilities, whereby individuals with high self-efficacy have the tendency to confront and finalize tasks, rather than to avoid them (Betz, 2004;Harris et al, 2018).…”

“…Dalam penelitian kali ini proses terbentuknya perilaku individu (B) yang akan diamati adalah pada variabel student engagement (SE) sebagai akibat dari proses kognitif individu (P) yaitu variabel efikasi diri dan subjective well-being serta keterlibatan faktor lingkungan (E) dalam penelitian ini adalah peer support (dukungan sosial teman sebaya). Efikasi diri yang terbentuk dari teori sosial kognitif berhubungan dengan keyakinan seorang individu akan kemampuannya dimana individu dengan efikasi diri yang tinggi memiliki kecenderungan untuk menghadapi dan menyelesaikan tugas daripada menghindarinya (Betz, 2004;Harris et al, 2018 this evaluation is also related to emotional reactions to occurrences, and the cognitive evaluation of satisfaction and the fulfilment of needs. The level of the subjective well-being of an individual can be seen from the level of frequency of positive or negative perceptions applied by that individual.…”