Search

School counselors' occupational plans were investigated in terms of the mediating role of occupational self-efficacy including three antecedents (role clarity, role autonomy, social support) on three outcomes (life satisfaction, job satisfaction, occupational plans) among 483 female Israeli school counselors, aged 26-69. High levels of the three antecedents were associated with high levels of occupational self-efficacy, which in turn was associated with high levels of life and job satisfaction and with counselors' plans to remain in their profession. The antecedents also demonstrated direct effects with job satisfaction. This emphasizes the importance of occupational self-efficacy in counselor retention and its antecedents.

The current study examined what makes special education teachers remain in the profession. We will examine this, uniquely, separately among teachers in special education schools versus special education classes in general education schools. Participants were 212 special education teachers in special education schools and 257 in special education classes. Teachers completed questionnaires on social support, psychological empowerment, job satisfaction and future occupational plans. Results revealed significant associations between social support, psychological empowerment, job satisfaction and teachers' future plans. In addition, teachers in special education classes experienced lower levels of perceived social support and psychological empowerment compared to those in special education schools. A non‐significant moderation effect was found for the association between social support, psychological empowerment and satisfaction, with the occupational plans of teachers in both contexts. These findings demonstrate the importance of providing support for and strengthening the sense of psychological empowerment of special education teachers, particularly those who teach in special education classes in general education schools. [ABSTRACT FROM AUTHOR]

This study used mixed methods to explore how Israeli special education preschool teachers' professional identity and social support predict their job satisfaction. Participants in the quantitative portion included 192 Jewish special education preschool teachers (Mage = 34.37, SD = 8.75) with an average of 10.66 (SD = 8.40) years teaching. A separate sample of 10 teachers (Mage = 37.77, SD = 5.86; Mexperience = 7.7 years, SD = 3.98) participated in semi-structured interviews. Quantitative results revealed that professional identity related to type of preschool framework and job satisfaction, but only experience and social support significantly predicted job satisfaction. Qualitative results supported the quantitative results, emphasizing themes of satisfaction, challenges, and coping mechanisms, particularly the importance of social support. Additional support for these teachers can promote job satisfaction, facilitate retention and teacher well-being and foster better outcomes for children with special needs. [ABSTRACT FROM AUTHOR]

The study examined the career plans of educational counselors, a topic that has yet to be researched in Israel. Examining career plans of educational counselors is important for the counseling profession. It is in the best interest of the education system to retain skilled and professional counselors, due to a large investment in training and professional development. A total of 370 educational counselors from all parts of Israeli society (secular Jewish, Modern Orthodox, Ultra-Orthodox, and Arab) participated in the study; participants had professional experience in all levels of the educational system (preschool, elementary school, middle school, and high school). The counselors were given questionnaires to assess social support, occupational self- efficacy, future plans, personal details and characteristics of their workplace experience such as autonomy and job clarity. The counselors were divided into three groups based on self-assessed likelihood of remaining in the profession. An analysis of variance was done between the groups. The results of the study show that the group of counselors with high self-assessed likelihood of remaining in the profession have higher levels of role clarity, job autonomy, manager support and self-efficacy compared to counselors in the low self-assessed likelihood group. The results of the study emphasize the positive effect of supporting school counselors and the benefits of a workplace that fosters role clarity and encourages professional independence. [ABSTRACT FROM AUTHOR]