Professional competency levels teacher guidance and counseling / counselor school

Abstract

The demands faced by teachers for guidance and counseling today are very complicated. Guidance and counseling are integral parts of the comprehensive education system and have an essential role in supporting the achievement of holistic education goals. Problems in the field of professional performance competencies so that the performance of counselors is still less than optimal. The research method used was a quantitative descriptive approach, the population in this study consisted of 79 counseling teachers or counselors who actively carry out counseling and counseling services at school. Results show that for dimensional competency of mastering the concepts and assessment prerequisites to understand the conditions, needs, and problems of advice categorized as still low was at 43.04% and high only 27.85%. For competency of mastering the theoretical and practical framework of the Guidance and Counseling category classified as quite high was 36.71% and the lowest was 30.38%. Designing a high category of Guidance and Counseling Program competency was 50.63% and a minimum of 36.71%. The competency of assessing the process and results of Guidance and Counseling activities and competency of having awareness and commitment to professional ethics was 70.89% and lowest 8.86%. Mastering the concepts and praxis of research in Guidance and Counseling competency was still dominant at 72.15%, and the highest was 11.39%. The implications of this research can be accepted by researchers for data collection or information for teacher’s guidance and counseling to improve their professional competence.