Abstract
Work engagement is one of the dimensions that contribute to the development of professional identity. This article aims to describe 1) the level of work involvement of the counselor, and 2) the influence of work experience and educational background on counselors' work engagement. The research method used is comparative. A total of 211 school counselors participated as online-incidental sampling respondents. The research respondent was asked to be involved by sharing the invitation link to several counselor social media groups in Indonesia. The instrument used is a work engagement scale adapted from the Utrecht Work Engagement Scale. The results of the instrument reliability test showed a score of 0.88. The data were analyzed by inferential statistics using a two-way analysis of variance (two-way ANOVA). The conclusions of this study are the average work engagement of 211 respondents in this study is in the high category and there is no effect of work experience and educational background on counselor work engagement. The results of this study serve as preliminary findings of a complete framework for further research on the professional identity of school counselors in Indonesia.
Highlights
Dimensions related to career development in guidance and counseling need further attention, including the school counselors’ work engagement
The findings of this study described the effect of the interaction between work experience and the educational background of the school counselor
By using incidental sampling technique, the researcher looked for the target population through numerous school counselor WhatsApp groups and asked them to fill out the work engagement scale
Summary
Dimensions related to career development in guidance and counseling need further attention, including the school counselors’ work engagement. It refers to the school counselors' involvement in pursuing their field of expertise. In the US, for example, (Ingersoll, 2001) reported that up to fifty percent of teachers leave their teaching profession in the first ten years of their career. Among those who remain, only a quarter retire while half of them move to other jobs (Feng & Sass 2017). Approximately 25%-40% of novice teachers quit their teaching profession (Ewing & Smith, 2003)
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