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). 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).
Highlights
ObjectiveTo understand the general self-efficacy of full-time and part-time counseling staff in primary and secondary schools
We found that full-time counseling staff were less with only 29.00%, while the proportion of part-time staff was as much as 71.00%, 29.69% of which are voluntary consultants, and 70.31% of part-time staff only doing consult as part of his work (They had tasks of teaching, research and others)
As an inner self-faith, self-efficacy is the deep inner motivation of psychological counseling staff when they are engaged in psychological consults
Summary
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). 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). Under today’s multivariate social background, understanding the self-efficacy of school psychological counselors has important practical significance on enhancing the development of psychological health of these staff and improving their counseling level and quality. This thesis basic on understanding the work situation of primary and secondary school counseling staff and their selfefficacy, exploring the relationship between the two to find the way to improve the quality and effect of counseling staff
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