Counseling Teacher Quality Improvement: Upaya Meningkatkan Kualitas Hubungan Siswa dan Guru

Neila Ramdhani, Yuliardi Swasono
(Submitted 7 August 2019)
(Published 5 May 2019)

Abstract


This article encompasses two studies about the influence of Counseling Teacher Quality Improvement (CTQI) Program in improving the competence of guidance and counseling teacher. The first study evaluated the effectiveness of CTQI in changing students and headmaster’s perceptions toward the way guidance and counseling teacher facilitates students in managing their problems. The second study aimed to examine the increase of guidance and counseling teacher’s counseling self-efficacy after participating in the three months counseling assistance program. Participants were 59 guidance and counseling teachers, 59 student groups, and 59 headmasters. Guidance and counseling teacher’s self-perception scale was given to teachers, perception toward teacher scale was given to headmasters and students. Counseling self-efficacy scale was only given to teachers. Data analysis showed that the perception of teachers, headmasters, and students increased after teachers partook in CTQI. Improvement also occured in counseling self-efficacy after counseling assistance program. However, headmasters’ perception toward guidance and counseling teachers’ counseling self-efficacy remained unchanged.

Keywords


competence; counseling; self efficacy; teacher quality improvement

Full Text: PDF

DOI: 10.22146/gamajpp.48586

References


Adeyemo, D. A., & Adeleye, A. T. (2008). Emotional intelligence, religiosity and self-efficacy as predictors of psychological well-being among secondary school adolescents in Ogbomoso, Nigeria. Europe’s Journal of Psychology, 4(1). doi: 10.5964/ejop.v4i1.423

Agustina, D. (2013, May 13). Ratusan pelajar SMA Watampone terlibat tawuran. Tribunews. Diunduh dari http://www.tribunnews.com/regional/2013/09/27/ratusan-pelajar-sma-watampone-terlibat-tawuran (diakses pada 13 Mei 2014)

Anderson, L. ., & Krathwol, D. (2000). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Allyn & Bacon.

Bandura, A. (1995). Self-efficacy in changing societies. Cambridge: Cambridge University Press.

Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (Vol. 5). Greenwich, CT: Information Age Pub.

Bempah, R. T. (2017, September). Forensik temukan kelainan di organ dalam siswa yang tewas duel ala gladiator. Kompas. Diunduh dari http://regional.kompas.com/read/2017/09/16/16470031/kasus-duel-ala-gladiator-polisi-periksa-13-saksi

Bracken, D. W., Timmreck, C. W., Fleenor, J. W., & Summers, L. (2001). 360 feedback from another angle. Human Resource Management, 40(1), 3–20. doi: 10.1002/hrm.4012

Brown, D. R., & Harvey, D. (2006). An experiential approach to organization development (Edisi ketujuh). New Jersey: Pearson-Prentice Hall.

Clore, G. L., & Byrne, D. (1974). A reinforcement-affect model of attraction. In T. L. Huston (Ed.), Foundations of Interpersonal Attraction (pp. 143–170). Cambridge, MA: Academic Press.

Easton, C., Martin, W. E., & Wilson, S. (2008). Emotional intelligence and implications for counseling self‐efficacy: Phase II. Counselor Education and Supervision, 47(4), 218–232. doi: 10.1002/j.1556-6978.2008.tb00053.x

Eggleton, P. J. (1992). Motivation: A key to effective teaching. The Mathematics Educator, 3(2). Diunduh dari http://math.coe.uga.edu/TME/Issues/v03n2/Eggleton.pdf

Epstein, S. (1998). Constructive thinking: The key to emotional intelligence. Westport, CT: Praeger Publisher.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Fransisco: John Wiley & Sons.

Goleman, D. (2000). Working with emotional intelligence. New York: Bantam.

Goleman, D. (2005). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.

Greenaway, R. (2007). Dynamic debriefing. In M. Silberman (Ed.), The handbook of experiential learning (pp. 59–80). San Francisco, CA: Pfeiffer.

Harvey, K., Churchill, D., Crawford, P., Brown, B., Mullany, L., Macfarlane, A., & McPherson, A. (2008). Health communication and adolescents: What do their emails tell us? Family Practice, 25(4), 304–311. doi: 10.1093/fampra/cmn029

Kolb, D. (1984). Experiential education: Experience as the source of learning and development. New Jersey: Prentice-Hall.

Kotter, J. P. (1996). Leading change. Brighton, MA: Harvard Business Press.

Larson, L M, Cardwell, T. R., & Majors, M. S. (1996). Counselor burnout investigated in the context of social cognitive theory. In Annual meeting of the American Psychological Association, Toronto, Canada.

Larson, L. M, Clark, M. P., Wesely, L. H., Koraleski, S. F., Daniels, J. A., & Smith, P. L. (1999). Videos versus role plays to increase counseling self‐efficacy in prepractical trainees. Counselor Education and Supervision, 38(4), 237–248. doi: 10.1002/j.1556-6978.1999.tb00574.x

Larson, L. M, & Daniels, J. A. (1998). Review of the counseling self-efficacy literature. The Counseling Psychologist, 26(2), 179–218. doi: 10.1177/0011000098262001

Leach, M. M., Stoltenberg, C. A. L. D., Mcneill, B. W., & Eichenfield, G. A. (1997). Supervision self-efficacy and counselor development : Testing the integrated developmental model. Counselor Education and Supervision, 37(2), 115–124. doi: 10.1002/j.1556-6978.1997.tb00537.x

Low, G., & Nelson, D. (2005). Emotional intelligence: The role of transformative learning in academic excellence. Texas Study of Secondary Education, 14(2), 41–44.

Lucas-Molina, B., Williamson, A. A., Pulido, R., & Perez-Albeniz, A. (2015). Effects of teacher-student relationships on peer harassment: A multilevel study. Psychology in the Schools, 52(3), 298–315. doi: 10.1002/pits.21822

Melchert, T. P., Hays, V. L., Wiljanen, L. M., & Kolocek, A. K. (1996). Testing models of counselor development with a measure of counseling self‐efficacy. Journal of Counseling & Development, 74(6), 640–644. doi: 10.1002/j.1556-6676.1996.tb02304.x

Mustaffa, S., Nasir, Z., Aziz, R., & Mahmood, M. N. (2013). Emotional intelligence, skills competency and personal development among counseling teachers. Procedia-Social and Behavioral Sciences, 93, 2219–2223. doi: 10.1016/j.sbspro.2013.10.191

Nelson, D. B., & Low, G. R. (2003). Emotional intelligence: Achieving academic and career excellence. Diunduh dari http://eprints.qums.ac.ir/1741/1/emotionally%20intelligent%20teacher.pdf

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. School Field, 7(2), 133–144. doi: 10.1177/1477878509104318

Ooi, P. B., Wan Jaafar, W. M. Bin, & Baba, M. B. (2015). Relationship between sources of counseling self-efficacy and counseling self-efficacy among Malaysian school counselors. The Social Science Journal, 55(3), 369-376. doi: 10.1016/j.soscij.2017.05.005

Pertiwi, A., & Cipta, A. (2012, May). Tawuran pelajar, tamparan bagi dunia pendidikan. Tempo. Diunduh dari http://www.tempo.co/read/fokus/2012/09/25/2587/Tawuran-Pelajar-Tamparan-bagi-Dunia-Pendidikan

Ramdhani, N. (2012). Menjadi guru inspiratif: aplikasi ilmu psikologi positif dalam dunia pendidikan. Jakarta: Titian Foundation.

Ramdhani, N., & Ancok, D. (2013). Educational innovations for empowering teachers in acomplishing better education in Indonesia. QScience Proceedings, 2013(11). doi: 10.5339/qproc.2013.gic.11

Ramdhani, N., Ancok, D., Swasono, Y., & Suryanto, P. (2012). Teacher quality improvement program: Empowering teachers to increasing a quality of Indonesian’s education. Procedia - Social and Behavioral Sciences, 69, 1836–1841. doi: 10.1016/j.sbspro.2012.12.134

Raufelder, D., Scherber, S., & Wood, M. A. (2016). The interplay between adolescents’ perception of teacher-student relationships and their academic self-regulation: does liking a specific teacher matter? Psychology in the Schools, 53(7), 736–750. doi: 10.1002/pits

Reese, R. J., Usher, E. L., Bowman, D. C., Norsworthy, L. A., Halstead, J. L., Rowlands, S. R., & Chisholm, R. R. (2009). Using client feedback in psychotherapy training: An analysis of its influence on supervision and counselor self-efficacy. Training and Education in Professional Psychology, 3(3), 157-168. doi: doi: 10.1037/a0015673

Rimm-kaufman, S., & Sandilos, L. (2011). Improving students ’ relationships with teachers to provide essential supports for learning, 1–30. Diunduh dari http://www.apa.org/education/k12/relationships.aspx

Rofiq, A. (2014). Siswa kelas 5 SD dipukuli kakak kelas hingga tewas karena senggol minuman. Detik. Diunduh dari http://news.detik.com/read/2014/05/04/155341/2572684/10/siswa-kelas-5-sd-dipukuli-kakak-kelas-hingga-tewas-karena-senggol-minuman?nd771104bcj

Sasongko, A. (2014, May 13). Siswi SMP Tabanan gantung diri setelah UN. Republika. Diunduh dari http://www.republika.co.id/berita/pendidikan/eduaction/14/05/06/n55evj-siswi-smp-tabanan-gantung-diri-setelah-un

Schiele, B. E., Weist, M. D., Youngstrom, E. A., Stephan, S. H., & Lever, N. A. (2014). Counseling self-efficacy, quality of services and knowledge of evidence-based practices in school mental health. The Professional Counselor, 4(5), 467–480. doi: doi: 10.15241/bes.4.5.467

Seligman, M. E. P. (2004). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Simon and Schuster.

Silberman, M. (2007). The handbook of experiential learning. San Francisco: John Wiley & Sons, Inc. doi: 10.1111/j.1467-8535.2008.00925_10.x

Stoltenberg, C. D., & McNeill, B. W. (2011). IDM supervision: An integrative developmental model for supervising counselors and therapists. London: Routledge.

Sulkowski, M. L., & Simmons, J. (2018). The protective role of teacher–student relationships against peer victimization and psychosocial distress. Psychology in the Schools, 55(2), 137–150. doi: 10.1002/pits.22086

Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327–358. doi: 10.1023/A:1026131715856

Tang, M., Addison, K. D., LaSure‐Bryant, D., Norman, R., O’Connell, W., & Stewart‐Sicking, J. A. (2004). Factors that influence self‐efficacy of counseling students: An exploratory study. Counselor Education and Supervision, 44(1), 70–80. doi: 10.1002/j.1556-6978.2004.tb01861.x

Ümmet, D. (2017). Structural relationships among counselling self-efficacy, general self-efficacy and positive-negative affect in psychological counsellor candidates. Educational Sciences: Theory & Practice, 17(6), 1875–1892. doi: 10.12738/estp.2017.6.0180

Urbani, S., Smith, M. R., Maddux, C. D., Smaby, M. H., Torres‐Rivera, E., & Crews, J. (2002). Skills‐based training and counseling self‐efficacy. Counselor Education and Supervision, 42(2), 92–106. doi: 10.1002/j.1556-6978.2002.tb01802.x


Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Gadjah Mada Journal of Professional Psychology (GamaJPP)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.