The authors examined the predictive relationship between role stress elements (role ambiguity and role conflict) and the perceived general self-efficacy of primary school counselors’ ability to effectively implement a comprehensive counseling program. A standard multiple regression technique was computed to test whether a relationship exists between role stress elements (role conflict and role ambiguity) of primary school counselors and their perceived general self-efficacy scores. The predictor variable role ambiguity and role conflict accounted for 8.6% (Adjusted = 6.5%) of the variance in the criterion variable perceived general self-efficacy scores.
The results revealed a linear relationship between role stress elements and the general perceived self-efficacy scores of primary school counselors. Role ambiguity, ambiguous and unclear expectations not aligned with the American School Counseling Association (ASCA) National Model, were identified as the independent predictor of primary school counselors' general self-efficacy scores. Findings support the importance of alignment between the American School Counselor Association (ASCA) National Model and assigned roles and responsibilities of primary school counselors to increase perceived self-efficacy and diminish the experiences of role stress.
McKinzy, A., Ratliff, C. H., Parker, C. H., Davis, J. D., & Davis, R. (2023). The Effects of Role Stress Elements on Primary School Counselor's Perceived General Self-Efficacy. The Journal of the Research Association of Minority Professors, 25(2). Retrieved from https://digitalcommons.pvamu.edu/jramp/vol25/iss2/5