Author: Freddie A. QuinitoPublisher:
ISBN:
Category :
Languages : en
Pages : 137
Book Description
This paper investigated the interplay between cognitive and affective processes that impact one's counseling skills (Kusche & Greenberg, 2004) by exploring the relationship of both thinking styles and emotional intelligence to the respondents' self-efficacy in counseling. The research subjects involved 114 PRC-licensed counselors in 32 schools in Metro Manila. To determine the relationship among the variables, the tests administered were Thinking Style Inventory Scale-Revised, BarOn Emotional Quotient Inventory, and the Counselor Self-Efficacy Scale. Results revealed that the highest mean scores were in the areas of External (5.71/0.82), characterized by preference to have opportunities to collaborate with fellow counselors; Hierarchical (5.70/0.67), characterized by carefully setting priorities and then sticking to them, rather than preference to work toward multiple objectives without setting clear priorities; Executive (5.20/0.84), characterized by having a preference for tasks, projects, and situations that provide structure, procedures, or rules to work with; and Liberal (5.20/0.87), characterized by constantly seeking alternative ways of solving counselees' problems. The level of emotional intelligence results for male and female counselor-respondents reveal of emotional genders scored low in all domains of El: intrapersonal (F=78.36; M=74.61), interpersonal (F=64.60; M=65.28), stress management (F=78.34; M=78.89), and adaptability (F=68.45; M=67.50). Lastly, the School Counselor Self-Efficacy Scale indicated that the respondent-counselors are generally satisfied (4.24/0.46) with the performance of their counseling tasks. The researcher therefore supports the need for further researches on how thinking styles and emotional intelligence, as well as other probable factors, can further relate to the overall efficacy among school counselors.