Perceived Self-Efficacy and Social Responsibility among School Counsellors in Jordan: Implications for Counselling Practice

Abstract

School counsellors’ confidence in their professional capabilities and their sense of social responsibility may shape how they respond to students’ needs and fulfil their counselling roles. However, empirical evidence on the relationship between perceived self-efficacy and social responsibility among school counsellors remains limited, particularly in the Jordanian context. This study examined the levels of perceived self-efficacy and social responsibility among school counsellors in Karak Governorate, Jordan, their relationship, and differences according to selected demographic and professional characteristics. A descriptive-correlational design was employed with 171 school counsellors. Data were collected using the Perceived Self-Efficacy Scale and Social Responsibility Scale, which demonstrated satisfactory internal consistency, with Cronbach’s alpha coefficients ranging from .85 to .91. Descriptive statistics, Pearson correlation analysis, and multivariate analyses were used. The findings revealed a strong positive correlation between perceived self-efficacy and social responsibility (r = .817, p < .001). Perceived self-efficacy, particularly professional and mental competence, differed significantly according to gender, educational qualification, and years of experience, while some dimensions of social responsibility differed according to years of experience. These findings indicate that counsellors who report greater confidence in their professional capabilities also tend to report stronger social responsibility. Although the correlational design precludes causal inference, the findings highlight the relevance of self-efficacy and social responsibility to counsellor professional development and suggest that both constructs should be considered in training and support initiatives aimed at strengthening school counselling practice.