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Primary and Secondary School Counseling Staff Self-Efficacy Relevant Factors

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DOI: 10.4236/psych.2011.23035    4,580 Downloads   8,882 Views   Citations

ABSTRACT

Objective: To understand the general self-efficacy of full-time and part-time counseling staff in primary and secondary schools. Methods: 108 counseling staff from primary and secondary schools in Foshan City were selected using multi-stage random sampling method, and investigated by self-made questionnaire, Simplified Coping Style Questionnaire (SCSQ) and General Self-Efficacy Scale (GSES). Results: Different academic staff had different positive coping styles scores (P < 0.05). People with Master’s degree and above selected more mature way than that of college staff, and people with lower educational level (2.56 ± 0.34, 2.02 ± 0.40, P < 0.05); People with different jobs showed different negative coping styles and self-efficacy (P < 0.01); Score of negative coping styles of part-time staff was higher than that of full-time staff(1.21 ± 0.59, 0.94 ± 0.36), while their sense of self-efficacy was lower than that of full-time staff (2.51 ± 0.49, 2.83 ± 0.39). However there was no statistical difference among people from different majors and jobs on positive coping styles, negative coping styles and self-efficacy (P > 0.05). High self-efficacy group had higher scores of positive coping styles than that of low self-efficacy group (2.17 ± 0.36,1.97 ± 0.43, P < 0.05); Positive correlation had been found between self-efficacy and positive coping styles (r = 0.307, P < 0.01). Conclusion: Self-efficacy of counseling staff in primary and secondary schools is related to positive coping styles and job styles kinds (full-time or part-time).

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Cheng, S. , Liu, G. , Xu, G. , Xue, Y. & Guo, L. (2011). Primary and Secondary School Counseling Staff Self-Efficacy Relevant Factors. Psychology, 2, 226-229. doi: 10.4236/psych.2011.23035.

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