Providing of a model for improving the professional competencies of educational counselors in providing services to first high school students (Case study: Tehran Education)

Document Type : Scientific - Research

Authors

1 PhD student in educational management, Department of Educational Management, Faculty of Management and Economics, Sciences and Researches unit, Islamic Azad University, Tehran, Iran

2 Associate Professor, Department of Educational Management, Faculty of Management and Economics, Sciences and Researches unit, Islamic Azad University, Tehran, Iran

3 Visiting Assistant Professor, Faculty of Management and Economics, Sciences and Researches unit, Islamic Azad University, Tehran, Iran

4 Associate Professor, Department of Higher Education Management, Faculty of Management and Economics, Sciences and Researches unit, Islamic Azad University, Tehran, Iran

10.52547/mpes.2022.226083.1153

Abstract

Objectives: The aim of this study was to providing of a model for improving the professional competencies of educational counselors in providing to first high school students.
Materials and Methods: The present study was descriptive and in terms of type, exploratory and in terms of approach, it was a mixed (qualitative-quantitative).At the first, in the quality part based on the review of research literature and exploratory interviews, dimensions and components were identified and in a quantity part, using a questionnaire, data were collected. population and sample of research in the qualitative part including obtaining the opinions of experts in the field of counseling using targeted non-probabilistic sampling method and in the quantitative part including all counselors in 19 districts of Tehran active in girls and boys schools in the first secondary school using Multi-stage sampling. Also, the data analysis in the qualitative part, using the theme analysis and in the quantitative part, the information in the questionnaires was analyzed using appropriate statistical software at a 95% confidence level.
Discussion and Conclusion: Findings obtained from the analysis of qualitative data showed that 4 dimensions and 18 relevant components can form the research model. So that the technical skills of the consultant, 4 components: problem-solving and problem-solving skills, learning and teaching skills of the consultant, knowledge skills of the consultant and research skills of the consultant. Personality traits of the consultant, 6 components: including responsibility and work conscience of the consultant, adherence to the moral and human values of the consultant, initiative, ideation and creativity of the consultant, effort, patience of the consultant, risk-taking the counselor includes the flexibility and adaptability of the counselor. Dimensions of the consultant's management skills, 3 components: planning and time management skills of the consultant, skills related to environmental monitoring, decision-making skills, and finally the psychological skills of the consultant, 5 components: The counselor's communication and interaction skills include trust and persuasion skills, motivational skills, counselor cognitive skills, and awareness skills. On the other hand, the test findings of the research model showed that the above four identified dimensions can well explain the variance of the professional competencies of counselors in providing services to junior high school students at the 95% confidence level.

Keywords


Ashrafi S, abddolahi B, goudini F.(2017). Principals', counselors' and teachers' understanding of the role and tasks of school counselors(Case Study Norabad city). Journal of Educational Research. 4 (34) :1-17,[In Persian].

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Ackelson, D. (2017). Washington State Comprehensive School Counseling and Guidance Program Model.

Braun, V., Clarke, V., & Terry, G. (2014). Thematic analysis In Rohleder, P., & Lyons, A. Qualitative research in clinical and health psychology, 95-113.

Cinotti, D. (2014). Competing Professional Identity Models in School Counseling: A Historical Perspective and Commentary. Professional Counselor, 4(5), 417-425.

Coll, J. E. (2019). A study of academic advising satisfaction and its relationship to student self-confidence and worldviews. University of South Florida.

Derakhshanfar T.(2020). The Relationship Between the Professional Development of Teachers of Elementary Schools in Yasouj and their efficacy in the Academic Year 92-91, Master's Thesis, Faculty of Psychology, Tehran University.

Ebrahimi, L,(2018), Challenges and obstacles to the expansion of the role of counseling school principles (Case Study of West Azarbaijan), Journal of School administration, 6(1),262-282[In Persian].

Ebrahimi, L, (2014). Development of a model for empowering counselors based on the pathology of counselors' activities in schools and evaluating its effectiveness, Master Thesis, Allameh Tabatabai University. [In Persian].

Fezler, B., & Brown, CH. (2021).The International Model For School Counseling Programs. State Department Office of Overseas Schools.

Fooladi, E. (2016). Recognition of  the evolution and counseling challenges in education. Journal of Counseling Research, 15(57), 121-150. [In Persian].

Guba, E. G., & Lincoln, Y. S. (2000). Epistemological and methodological bases of naturalistic inquiry. Educational communication and technology, 30(4), 233-252.

Hartley, M. T., & Cartwright, B. Y. (2016). A survey of current and projected ethical dilemmas of rehabilitation counselors. Rehabilitation Research, Policy, and Education, 30(1), 32.

Ingvarson, L., Schwille, J., Tatto, M. T., Rowley, G., Peck, R., & Senk, S. L. (2013). An analysis of teacher education context, structure, and quality-assurance arrangements in TEDS-M countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: International Association for the Evaluation of Educational Achievement (IEA).

Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9-19.

Liu, W., Yuan, R., & Zhang, H. (2018). An exploratory study of school counselling teachers’ motivation changes. Journal of Education for Teaching, 44(2), 237-240.

Lynch, M. F., Vansteenkiste, M., Deci, E. L., & Ryan, R. M. (2011). Autonomy as process and outcome: Revisiting cultural and practical issues in motivation for counseling. The Counseling Psychologist, 39(2), 286-302.

Memari,O.Aram,Z, (2014), Academic counseling and its importance in education, the first conference on educational sciences and psychology, Marvdasht, December[In Persian].

Nkechi, E. E., Ewomaoghene, E. E., & Egenti, N. (2016). The role of guidance and counseling in effective teaching and learning in schools. RAY: International Journal of Multidisciplinary Studies, 1(2), 36-48.

Oye, N. D., Obi, M. C., Mohd, T. N., & Bernice, A. (2012). Guidance and Counseling in Nigerian Secondary Schools: The Role of ICT. International Journal of Modern Education & Computer Science, 4(8).

Rajabzadeh. J.,Amir .H ,.Hadi .N,(2015), Investigating the Role of Counseling in Schools and Obstacles to Their Progress, Fourth Scientific Conference on Educational Sciences and Psychology, Social and Cultural Harms of Iran, Tehran, Association for the Development and Promotion of Basic Sciences and Technologies[In Persian].

Rahimi, R. (2018), School counselor on a professional path, Quarterly Journal of School Counselor Education Development, 14(1), 14-9[In Persian].

Salehi, R, Abedi, M.R; Baghban, I, Nilforoshan, P, Abedi, A,(2014), Development of a theoretical model of academic counseling based on factors affecting academic success, Bi-Quarterly Journal of Applied Counseling, 4 (1), 18-48[In Persian].

Vila, L. E., Perez, P. J., & Coll-Serrano, V. (2020). Innovation at the workplace: Do professional competencies matter?. Journal of Business Research, 67(5), 752-757.

Willard, J. A., Bayes, B., and Martinez, J. (2015). Gateway to college lessons from implementing a rigorous academic program for at-risk young people. MDRC.

Zarafshan, A, (2016), How is students' academic guidance done?, The growth of technical and vocational education and its skills, (43), 27-22[In Persian].

Ashrafi S, abddolahi B, goudini F.(2017). Principals', counselors' and teachers' understanding of the role and tasks of school counselors(Case Study Norabad city). Journal of Educational Research. 4 (34) :1-17,[In Persian].
Azarnejad, K. (2017). Effect of professional competence components on agriculture high schools educators' job performance in the North West provinces of Iran. Journal of Agricultural Education Administration Research, 9(41), 130-146[In Persian].
Ackelson, D. (2017). Washington State Comprehensive School Counseling and Guidance Program Model.
Braun, V., Clarke, V., & Terry, G. (2014). Thematic analysis In Rohleder, P., & Lyons, A. Qualitative research in clinical and health psychology, 95-113.
Cinotti, D. (2014). Competing Professional Identity Models in School Counseling: A Historical Perspective and Commentary. Professional Counselor, 4(5), 417-425.
Coll, J. E. (2019). A study of academic advising satisfaction and its relationship to student self-confidence and worldviews. University of South Florida.
Derakhshanfar T.(2020). The Relationship Between the Professional Development of Teachers of Elementary Schools in Yasouj and their efficacy in the Academic Year 92-91, Master's Thesis, Faculty of Psychology, Tehran University.
Ebrahimi, L,(2018), Challenges and obstacles to the expansion of the role of counseling school principles (Case Study of West Azarbaijan), Journal of School administration, 6(1),262-282[In Persian].
Ebrahimi, L, (2014). Development of a model for empowering counselors based on the pathology of counselors' activities in schools and evaluating its effectiveness, Master Thesis, Allameh Tabatabai University. [In Persian].
Fezler, B., & Brown, CH. (2021).The International Model For School Counseling Programs. State Department Office of Overseas Schools.
Fooladi, E. (2016). Recognition of  the evolution and counseling challenges in education. Journal of Counseling Research, 15(57), 121-150. [In Persian].
Guba, E. G., & Lincoln, Y. S. (2000). Epistemological and methodological bases of naturalistic inquiry. Educational communication and technology, 30(4), 233-252.
Hartley, M. T., & Cartwright, B. Y. (2016). A survey of current and projected ethical dilemmas of rehabilitation counselors. Rehabilitation Research, Policy, and Education, 30(1), 32.
Ingvarson, L., Schwille, J., Tatto, M. T., Rowley, G., Peck, R., & Senk, S. L. (2013). An analysis of teacher education context, structure, and quality-assurance arrangements in TEDS-M countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: International Association for the Evaluation of Educational Achievement (IEA).
Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9-19.
Liu, W., Yuan, R., & Zhang, H. (2018). An exploratory study of school counselling teachers’ motivation changes. Journal of Education for Teaching, 44(2), 237-240.
Lynch, M. F., Vansteenkiste, M., Deci, E. L., & Ryan, R. M. (2011). Autonomy as process and outcome: Revisiting cultural and practical issues in motivation for counseling. The Counseling Psychologist, 39(2), 286-302.
Memari,O.Aram,Z, (2014), Academic counseling and its importance in education, the first conference on educational sciences and psychology, Marvdasht, December[In Persian].
Nkechi, E. E., Ewomaoghene, E. E., & Egenti, N. (2016). The role of guidance and counseling in effective teaching and learning in schools. RAY: International Journal of Multidisciplinary Studies, 1(2), 36-48.
Oye, N. D., Obi, M. C., Mohd, T. N., & Bernice, A. (2012). Guidance and Counseling in Nigerian Secondary Schools: The Role of ICT. International Journal of Modern Education & Computer Science, 4(8).
Rajabzadeh. J.,Amir .H ,.Hadi .N,(2015), Investigating the Role of Counseling in Schools and Obstacles to Their Progress, Fourth Scientific Conference on Educational Sciences and Psychology, Social and Cultural Harms of Iran, Tehran, Association for the Development and Promotion of Basic Sciences and Technologies[In Persian].
Rahimi, R. (2018), School counselor on a professional path, Quarterly Journal of School Counselor Education Development, 14(1), 14-9[In Persian].
Salehi, R, Abedi, M.R; Baghban, I, Nilforoshan, P, Abedi, A,(2014), Development of a theoretical model of academic counseling based on factors affecting academic success, Bi-Quarterly Journal of Applied Counseling, 4 (1), 18-48[In Persian].
Vila, L. E., Perez, P. J., & Coll-Serrano, V. (2020). Innovation at the workplace: Do professional competencies matter?. Journal of Business Research, 67(5), 752-757.
Willard, J. A., Bayes, B., and Martinez, J. (2015). Gateway to college lessons from implementing a rigorous academic program for at-risk young people. MDRC.
Zarafshan, A, (2016), How is students' academic guidance done?, The growth of technical and vocational education and its skills, (43), 27-22[In Persian].