Analysis of the Psychological Capital (PsyCap) of Guidance and Counseling Teachers in South Sulawesi: Implications for Improving Counseling Services in Schools

DOI

10.2991/978-2-38476-234-7_7How to use a DOI?

Keywords

Psychological Capital; Psycan; Teacher Guidance and Counseling; Services

Abstract

This study aims to analyze the psychological capital (PsyCap) of guidance and counseling teachers in South Sulawesi Province and identify the implications for improving counseling services in schools. Psychological capital includes components such as hope, self-efficacy, optimism, and resilience, considered important factors in improving the well-being of guidance and counseling teachers and the quality of counseling services provided. This study used survey methods and interviews with a sample of guidance and counseling teachers in a number of schools in South Sulawesi, totaling 251 spread at the equivalent SMP/MTS/SMA/SMK level. Data collection through questionnaires The Psychological Capital Questionnaire (PCQ) conforms to the previous PCQ construction developed by Luthans, F., Youssef-Morgan, C. M., and Avolio (2015) who measure psychological capital and conduct interviews to gain deeper insight into experiences in counseling services. Data analysis using descriptive analysis and ANOVA The results showed that guidance and counseling teachers in South Sulawesi have varying levels of psychological capital (PsyCap). There are significant differences between guidance and counseling teachers with high and moderate levels of PsyCap in terms of self-efficacy, optimism, and resilience in the face of pressure. Psychological capital guidance and counseling teachers are in the high category. Specifically, the description of each aspect of the variables of psychological capital guidance and counseling teachers is that the aspect of expectation is in the high category, the aspect of confidence in values and resilience is in the high category, and the aspect of optimism is in the medium category. In the aspect of gender, regional origin, and school level, there is no difference in psychological capital teacher guidance and counseling. However, in terms of length of work and educational qualifications, there are differences in psychological capital teacher guidance and counseling. The implication of these findings is the need for the development of more effective training and support strategies to improve teacher PsyCap guidance and counseling. These findings have important implications for improving the quality of counseling services in schools. Guidance and counseling teachers with higher psychological capital are better able to overcome challenges in working with students and parents, provide better support, and develop more effective solutions in the counseling process. Therefore, this research provides a foundation for the development of training and support programs aimed at improving PsyCap teacher guidance and counseling, which in turn will improve the quality of counseling services in schools.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Abdul Saman
AU  - Akhmad Harum
AU  - Suciani Latif
PY  - 2024
DA  - 2024/04/29
TI  - Analysis of the Psychological Capital (PsyCap) of Guidance and Counseling Teachers in South Sulawesi: Implications for Improving Counseling Services in Schools
BT  - Proceedings of the 2nd Annual International Conference: Reimagining Guidance and Counselling in the VUCA Era  (AICGC 2023)
PB  - Atlantis Press
SP  - 53
EP  - 64
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-234-7_7
DO  - 10.2991/978-2-38476-234-7_7
ID  - Saman2024
ER  -