Effectiveness Related to Personality and Demographic Characteristics of Secondary School Counselors

Abstract

In a study of 123 secondary school counselors in three states the authors found significant correlations among tested personality characteristics and supervisor-rated job performance. Counselors rated as effective by supervisors expressed higher job satisfaction, tested higher in tolerance for ambiguity and in self-esteem, and had more congruent personalityenvironment Holland codes than did their ineffective counterparts. Sex, age, years of experience, certification status, and academic degrees held were not correlated with effectiveness ratings. Results were considered tentative and heuristic in nature because many aspects of effectiveness could not be tested.One of the most critical concerns of the counseling profession involves the concept of counselor effectiveness. The aim of this study was to identify particular personality and demographic characteristics of secondary school counselors who were viewed as effective or ineffective.A brief review of several previous studies may be helpful in understanding this article. Wiggins and Weslander (1979) compared the effectiveness of 320 school counselors as rated by three separate supervisors with tested personality scores on the Vocational Preference Inventory (VPI) (Holland, 1977) and with reported demographic characteristics such as age and employment level. Significant correlations were found between tested personality characteristics and supervisor-rated COUNSELOR EDUCATION AND SUPERVISION

Impact of Two Clinical Peer Supervision Models on Practicing School Counselors

“…Nonetheless, scores on job satisfaction remained in the average range, whereas counseling self-efficacy scores remained fairly high. These results seem to support previous researchers' findings and conclusions regarding the overall stability of job satisfaction and self-efficacy as constructs in adults (Bandura, 1977(Bandura, , 1982Hoppock, 1977;Smith, Kendall, & Hulin, 1969;Wiggins & Weslander, 1986). Counseling effectiveness scores as measured by adaptability in response style remained somewhat above average.…”

“…Hoppock (1977) reported split-half reliability as r = .87, and Brayfield and Roethe (1951) found a correlation of .67 between the JSB and the composite score of 257 questions regarding conditions of work and job satisfaction. The JSB is not only a brief, reliable, and valid measure (McNichols, Stahl, & Manley, 1978); it also has been used successfully with sam-ples of school counselors (Gade & Houdek, 1993;Wiggins & Weslander, 1986).…”

A School Counselor Creates a Problem-Solving Culture

“…She promoted change quietly. Assessment of personality is important during recruitment (Wiggins & Weslander, 1986), but we believe that many kinds of personality can become agents of change.…”

“…Counselors are also encouraged to be involved in personal and professional development in the interest of enhancing competence and effectiveness (Sandhu & Portes, 1995). Wiggins and Giles (1984) and Wiggins and Weslander (1986) found that high self-esteem in counselors was important to counselor effectiveness.…”

Out of Harm's Way: Enhancing Monitoring and Dismissal Processes in Counselor Education Programs

“…101[8]) imperative to counselor development. The essential functions included the students' being open (Cadieux & Wehrly, 1986: Feifel & Eells, 1963: Fitzgerald & O'leary, 1990, flexible (Kivlighan, Clements, Blake, &Amzen, 1993: Parker, 1987: Riordan & Martin, 1993: Russo, Kelz, & Hudson, 1964: Wiggins & Weslander, 1986, positive (Jackson & Thompson, 1971), cooperative (Orlinsky & Howard, 1986), willing to use and accept feedback (Corey, 1986), aware of impact on others (Atwood, 1986: Corey. 1986), able to deal with conflict (Corey, 1986), able to accept personal responsibility (Corey, 1986: Truax & Mitchell, 1971, and able to express feelings effectively and appropriately (Ridgway, & Sharpley, 1990: Watkins, 1990.…”