The examination of the mediating role of school climate in the relationship between school counselors' self-efficacy and professional satisfaction
Yükleniyor...
Dosyalar
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Çukurova Univ
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
One of the aims of this study was to examine the self-efficacy levels of school counselors, and the other was to test the mediating role of school climate in the relationship between self-efficacy and professional satisfaction. The study is a descriptive and correlational study. The participants of the study consisted of 561 school counselors. In the analysis of the data, arithmetic mean, standard deviation, t test, one-way analysis of variance and mediating effect analysis method were used. As a result of the research, it has been concluded that the general self-efficacy levels of school counselors are above the middle; and the self-efficacy levels according to the sub-dimensions are from high to low, Personal and Social Development, Collaboration, Leadership and Assessment, Career and Academic Development and Cultural Acceptance sub-dimensions. In addition, the self efficacy levels of school counselors who have more than 6 years of service, graduate degrees and working in private schools are significantly higher; it was determined that self efficacy did not differ in terms of gender, undergraduate program graduated, and education level. Finally, it was concluded that school climate has a partial mediator role in the relationship between self efficacy and professional satisfaction.
Açıklama
Anahtar Kelimeler
Psychological Counselor, School Counselor, Self-Efficacy, Professional Satisfaction, School Climate, Moderator
Kaynak
Çukurova Universıty Faculty of Education Journal
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
51
Sayı
2
Künye
Gamze, A. K., & Yöndem, Z. D. (2022). The Examination Of The Mediating Role of School Climate In the Relationship Between School Counselors’ Self-Efficacy And Professional Satisfaction. Cukurova University Faculty of Education Journal, 51(2), 1417-1447.
