Exploring Self- and Collective Efficacy of School Counselors, Principals, and Teachers in Iowa Schools

• In Event: Examining the Changing Paradigms of School Counseling: Utilizing Current Research to Enhance Collaboration and Equity

Abstract

Purpose
In this study, we explored how school counselors, principals, and teachers evaluated their self-efficacy and implementation of comprehensive school counseling programs to support all students with equitable and inclusive opportunities. We also studied how these educators perceived their collective efficacy in their districts to renew educational opportunities for all students’ needs.

Perspectives and Frameworks
We explore the dynamics of educational leadership and collaboration with school counselors, principals, and teachers, focusing on self-efficacy and collective efficacy to address educational inequities crucial for fostering just educational renewal. We leverage the Community Cultural Wealth framework to acknowledge strengths in diverse educational communities, aiming to create inclusive environments (Yosso, 2005). We employ ASCA’s National Model (ASCA, 2019) and National Policy Board for Educational Administration’s (NPBEA) Professional Standards (2015) to guide the effectiveness of school counseling programs and educational leadership.

Methods
In our mixed-methods study, participants completed a quantitative electronic survey via Qualtrics, which included Likert-scale, ranking, and multiple-choice questions. Survey items covered demographic information, perceptions of school counselors' efficacy and roles, collective efficacy perceptions, time allocation for school counselors' tasks, and the overall school climate and culture. We analyzed the survey data using descriptive statistics in SPSS. All interviews were conducted via web or video conferencing technology and were transcribed using Otter.ai. We analyzed the transcripts using an open-coding process followed by axial coding to identify emergent themes in the qualitative data (Saldaña, 2009).

Data Sources
We recruited participants via e-mail from eight pre-selected school districts in Iowa. These districts were selected based on ease of access to school principals, school counselors, and teachers. The represented school districts encompass both rural and suburban areas, characterized by mid to high poverty levels.

Results
We interviewed one school counselor, two principals, and four teachers. Emergent themes include: The ASCA National Model may guide school counselor-principal-teacher self- and collective-efficacy; increased training on the ASCA and NPBEA standards may increase the effectiveness of school counselor-principal-teacher collaboration; positive school counselor self-efficacy benefits school counselor-principal-teacher collective efficacy; and school counselors, principals, and teachers navigate comprehensive school counseling programs despite barriers (see Table 1).
The quantitative survey respondents include four school counselors, six principals, and 79 teachers. The mean self-efficacy for respondents was higher than the mean collective efficacy (see Table 2).

Scholarly Significance
This study provides valuable insights into the dynamics of educational leadership and collaboration among school counselors, principals, and teachers. By examining self-efficacy and collective efficacy, the research focuses on how remedying and repairing educational inequities is crucial for fostering just educational renewal (AERA, 2024). The Community Cultural Wealth framework emphasizes recognizing and leveraging strengths in diverse educational communities, fostering inclusive environments that value all stakeholders (Yosso, 2005). Our findings can inform policies that promote stronger collaboration, identify needs for targeted professional development, and provide valuable data for developing policies that enhance comprehensive school counseling programs (Bryan et al., 2017; Carey & Dimmitt, 2012). Our study highlights the critical role of scholarship in promoting equity and supporting student well-being and success, contributing to efforts to renew education.

Authors

• Rachel L. Geesa, Ball State University

• Rochelle Lea Maynard, Morningside University

• Sherri Barrow, Ball State University