A Guideline for Developing Counselling Competencies for Guidance Teachers

Abstract

This research aimed to investigate the levels of competency in providing counseling psychology services and propose guidelines to develop the counseling psychology service competencies of guidance teachers. The data collection was divided into two phases. In Phase 1, the data was gathered using a purposive sampling method from 81 guidance teachers working in secondary schools affiliated with Secondary Educational Service Area Office 14. The research tools included tests measuring knowledge of counseling psychology services, skills in counseling psychology for guidance teachers, and attitudes towards providing counseling psychology services for guidance teachers. The data analysis consisted of calculating means and standard deviations. In Phase 2, the research focused on identifying guidelines for enhancing the counseling psychology service competencies of guidance teachers. This was collected through interviews with 10 experts in guidance counseling, including educational counselors, university professors specializing in guidance counseling, and outstanding guidance teachers. The interview was comprised of a structured interview, and the analysis involved content analysis of the interview responses.

The research findings indicated that the overall competency level of guidance teachers in providing counseling psychology services was at a moderate level (70.60%). When considering specific skills, the competency levels were as follows: Level 1, Relationship Building, was at a moderate level (69.40%); Level 2, Problem Exploration, was at a moderate level (74.20%); Level 3, Problem Understanding, was at a moderate level (70.90%); Level 4, Planning, was at a moderate level (67.20%); and Level 5, Termination of Services, was at a moderate level (71.50%). Regarding attitudes towards providing counseling psychology services, the overall attitude level was at a moderate level (64.20%). However, in terms of knowledge, the level was relatively low (58.40%).

Concerning the development of counseling psychology service competencies among guidance teachers, it was found that the knowledge should be enhanced, starting with the learning management process provided to professional teacher students. These professional teacher students should be nurtured to have a love for students, possess an open-minded attitude, enthusiasm, and a strong determination to be good mentors. They should understand learning theories and counseling psychology service skills in accordance with the correct processes. They should engage in Professional Learning Communities (PLC) to exchange experiences among teachers in the same subject area, including both new and experienced teachers. Additionally, to further self-development, teachers should participate in training sessions to enhance counseling psychology skills and techniques. This ensured that teachers stayed updated and had a better understanding of students in the current era.