Abstract
Most school counselors are not supervised, and then they need to complete other duties that are not part of their obligations. This can also lead to burnout, decreased self-efficacy, and decreased professional satisfaction. Although it is well known that school counselors rely on the support of supervisors, there is very little investigation on the part of supervision in the functions of counselors. The study investigated the impact of school counselors’ non-counseling supervisors on their self-efficacy. One hundred fifty (75 non-counseling supervisors and 75 school counselors) from private and public schools and universities in the National Capital Region (NCR) participated in this descriptive comparative study. Boderhorn and Skaggs’ School Counselor Self-Efficacy Scale (2005) was administered in assessing the school counselors’ confidence in their capabilities to handle various responsibilities and tasks. The results showed that school counselors seem to be generally-highly confident in their capability to handle various responsibilities and tasks. However, non-counseling supervisors revealed that their school counselors are often slightly-moderately assured in their ability to handle various tasks and responsibilities. Data also displayed that there are significant differences in the scores of non-counseling supervisors and school counselors. This means that the non-counseling supervisors’ assessment has an influence on school counselors’ self-efficacy. This research also provides strategies to support them in improving self-efficacy; therefore, it will help them understand how to improve their practice and career satisfaction as school counselors.
