School Counselors’ Self-Efficacy in Knowledge of the College Process

Nice, Matthew L.; Kolbert, Jered B.; Joseph, Matthew; Crothers, Laura M.; Hilts, Derron; Kratsa, Kristi

doi:10.1177/2156759x20976374

Cited by 6 publications

(6 citation statements)

References 37 publications

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“…This finding confirmed by a previous research in which novice counselors sensed confident in meeting the counseling needs of gifted students (Edwin & Fisher, 2023). Nice et al (2020) also indicated that school counselors feel confident in dealing with students' challenges after starting to work with students, without lacking more experience. It may be speculated that novice counselors were more eager than senior counselors to serve gifted students.…”

Section: Discussionsupporting

confidence: 87%

Does School Counselors’ Self-efficacy to Work with Gifted Students Fed by Their Knowledge and Perception regarding Giftedness

ASLAN,

PADIR

2023

Research on Education and Psychology

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The unique characteristics constituting giftedness make gifted students quite different from other same age peers and differieniate their psychological needs. School counselors have critical roles in providing effective and emotional assistance to those gifted students. School counselors’ self-efficacy is an important factor in serving both gifted students and non-gifted students. Thus, the current cross-sectional study aimed to examine whether school counselors' knowledge and perceptions of the gifted students predict counselors' self-efficacy to work with this specific group after controlling for work experience. The sample comprised 118 Turkish psychological counselors actively engaged in psychological counseling practices in school settings in Elazığ, Turkey. As data collection tools, School Counselors' Knowledge, Perception, and Self-Efficacy Scales regarding gifted students, and a demographic form were used. Hierarchical regression analysis was applied to examine predictive associations. Results demonsrated that counselors' work experience, knowledge, and perceptions regarding gifted students were found as significant predictors and explained the 44% of the total variance in their self-efficacy to work with gifted students. By increasing self-efficacy levels of school counselors to work with gifted students and possibility of better counseling and assistance, the current study showed the importance of enhanced knowledge and perceptions towards gifted students.

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Section: Discussionsupporting

confidence: 87%

Does School Counselors’ Self-efficacy to Work with Gifted Students Fed by Their Knowledge and Perception regarding Giftedness

ASLAN,

PADIR

2023

Research on Education and Psychology

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“…2) руководство пользователя для приложения. В работе M. L. Nice с коллегами [28] обоснован опросник эффективности деятельности школьного консультанта, предполагающий оценку знаний, умений, способов, необходимых для эффективного сопровождения обучающихся при переходе в колледж.…”

Section: обзор литературыunclassified

“…Развивая положения исследований T. H. Retnowati с соавторами [27], M. L. Nice, M. Joseph, J. B. Kolbert, D. N. Hilts, L. M. Crothers, K. Kratsa [28], E. Cleveland, J. Hartline [9], занимавшихся вопросами разработки диагностического инструментария оценки эффективности школьного консультанта, нами определен доступный для использования в школьной образовательной практике диагностический инструментарий (чек-листы, опросники), позволяющий осуществить разностороннюю оценку эффективности деятельности классного руководителя.…”

Section: обсуждение результатовunclassified

Model for evaluating the effectiveness of the educational activities of the class teacher

2023

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Introduction. The relevance of the research topic is due to the importance of the role of a class teacher in international educational practice. At the present stage, the institution of class leadership exists in the territory of the post-Soviet space, in China, France and a number of other countries. In the United States, a special structure has been formed – the dean’s office, which deals with issues of education. In many countries, there are positions of an educator, who is freed from educational work, attached to classes, as well as a mentor, tutor, who performs the function of the class teacher. In conditions of political tension, the activity of the class teacher acquires a leading character, creating the basis for the consolidation of society, ensuring national security on the basis of national and universal values. The class teacher provides pedagogical support for the educational process, cooperation with all participants in educational relations, is a key person in education. The personal development of students and the effectiveness of the educational system of the school largely depend on the activities of the class teacher. The ambiguity and multifunctionality of the activity of the class teacher require an objective evaluation of his/her work. The evaluation of the effectiveness of the educational activities of the class teacher is an integral part of diagnosing the quality of educational activities at school. In this regard, there is the need to develop a model for evaluating the effectiveness of the educational activities of the class teacher and the possibility of its implementation in the conditions of an educational organisation.Aim. The aim of the study is the theoretical and methodological substantiation, development and testing of a model for evaluating the effectiveness of the class teacher.Methodology and research methods. The study was based on the methodology of personality-oriented, system-activity, integrative, criteria-level, acmeological, competency-based and integrated approaches. Theoretical methods (theoretical analysis, generalisation and systematisation, modelling), empirical methods (questionnaires, the method of expert evaluations) were used as research methods. The study was carried out in 5 educational institutions of the Nizhny Novgorod region, which are the bases for the training of future teachers and class teachers of the Minin University (Nizhny Novgorod).Results. As a result, a structural-functional model for evaluating the effectiveness of the class teacher’s educational activities was developed and substantiated as a way of comprehensive diagnostics of his/her professional activities, improving the quality of interaction with all participants in educational relations. The model is presented in the unity of the target, content, procedural-organisational and result-evaluative components. The results of testing the developed model for evaluating the effectiveness of the class teacher are presented.Scientific novelty. The scientific novelty consists in the development of a structural and functional model of a complex-differentiated expert evaluation of the effectiveness of the class teacher, reflecting the multidimensionality of his/her activities and including value-targets, an integrative criteria matrix, evaluation procedure, diagnostic tools, evaluation trajectories and technology of their construction, a mechanism for calculating the results that determine the effectiveness of the educational activities of the class teacher. The designed expert evaluation model forms the basis for the development of a methodology for evaluating the effectiveness of the class teacher.Practical significance. The designed model for evaluating the effectiveness of the class teacher’s educational activities can be used in the practice of educational organisations to develop a system for encouraging the activities of the class teacher, supporting his/her professional growth, creating individual professional development trajectories, analytical conclusions and examinations.

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“…If school counselors do not feel confident in their abilities to promote college knowledge to future FGCS, students will not believe they are adequately prepared to make decisions regarding their postsecondary path. In a survey that included 19,193 high school, middle, and junior high school counselors, results indicated they have a higher level of self-efficacy when increasing students' college knowledge, overall, but have a lower self-efficacy level when working with marginalized populations, which includes first-generation college students (Nice et al, 2020). Therefore, this hesitancy is leaving future FGCS with a deficit of college knowledge that is inadequate for making confident decisions regarding post-secondary endeavors.…”

Section: ) Asca Expectationsmentioning

confidence: 99%

“…As discussed in previous sections, the ASCA model contains a clear outline of the roles and responsibilities of a counselor in relation to increasing college knowledge. Although the ASCA model is meant to guide school counselors in their work, the self-efficacy level is not as high when it comes to working with specific populations (Nice et al, 2020). With that, Dockery and McKelvey (2013) noted several concerns school counselors had related to their training and preparation in working with high school students in enrolling and being successful at higher education institutions.…”

Section: ) Asca Model Expectationsmentioning

confidence: 99%

Increasing College Knowledge: The Role of School Counselors

Cyr¹,

Barclay²,

Couture³

et al. 2023

JEL

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Members of a prominent school counseling organization were surveyed to measure their perceived responsibility, self-efficacy, and performance related to increasing students’ college knowledge. The purposes of this study were to: (a) understand what level do school counselors believe they bear the responsibility to increase students’ college knowledge, (b) determine how efficacious do counselors feel in providing college knowledge to students, and (c) determine the level that school counselors are providing students college knowledge information. There were significant differences across those domains. With the professional expectation that a school counselor’s role is to facilitate the increase of college knowledge for students, there are discrepancies between the expectation and the view of the school counselor. Based on the results of our study, we concluded that additional support and guidance for school counselors facilitating college knowledge would be beneficial to staff and students.

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School Counselors’ Self-Efficacy in Knowledge of the College Process

Cited by 6 publications

References 37 publications

Does School Counselors’ Self-efficacy to Work with Gifted Students Fed by Their Knowledge and Perception regarding Giftedness

Does School Counselors’ Self-efficacy to Work with Gifted Students Fed by Their Knowledge and Perception regarding Giftedness

Model for evaluating the effectiveness of the educational activities of the class teacher

Increasing College Knowledge: The Role of School Counselors

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