学校辅导员领导自我效能感、规划服务与社会议题倡导之研究

Q2 Social Sciences

Journal of Counselor Leadership and Advocacy Pub Date : 2019-03-25 DOI:10.1080/2326716X.2019.1590253

P. Mullen, S. Newhart, N. Haskins, K. Shapiro, K. Cassel

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引用次数: 7

摘要

摘要本研究对267名学校辅导员的领导自我效能感、美国学校辅导员协会(ASCA)国家模式的实施情况和社会正义倡导进行了调查。被试的领导自我效能对ASCA国家模式的实施有显著的预测作用，而对社会正义倡导没有显著的预测作用。有领导经验者，其自我效能感亦较高。我们为研究和实践提供了启示，包括强调为学校辅导员和学员开发培训和领导机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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An Examination of School Counselors’ Leadership Self-Efficacy, Programmatic Services, and Social Issue Advocacy

ABSTRACT We surveyed 267 school counselors regarding their leadership self-efficacy, implementation of the American School Counselor Association’s (ASCA) National Model, and social justice advocacy. Participants’ leadership self-efficacy significantly predicted their implementation of the ASCA National Model but not their social justice advocacy. Respondents with more prior leadership experience also had higher leadership self-efficacy. We provide implications for research and practice, including an emphasis on developing training and leadership opportunities for school counselors and trainees.

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来源期刊

Journal of Counselor Leadership and Advocacy Social Sciences-Education

CiteScore

3.00

自引率

0.00%

发文量