The examination of the mediating role of school climate in the relationship between school counselors' self efficacy and professional satisfaction

One of the aims of this research is to examine the self efficacy levels of school counselors, and the other is to test the mediating role of school climate in the relationship between self-efficacy and professional satisfaction. The research is a descriptive and relational study. The participants of the study consisted of 561 school counselors. In the analysis of the data, arithmetic mean, standard deviation, t test, one-way analysis of variance and mediating effect analysis method were used. As a result of the research, it has been concluded that the general self-efficacy levels of school counselors are above the middle; and the self-efficacy levels according to the sub-dimensions are from high to low, Personal and Social Development, Collaboration, Leadership and Assessment, Career and Academic Development and Cultural Acceptance sub-dimensions. In addition, the self efficacy levels of school counselors who have more than 6 years of service, graduate degrees and working in private schools are significantly higher; it was determined that self efficacy did not differ in terms of gender, undergraduate program graduated, education level and the number of school counselors working at the school. Finally, it was concluded that school climate has a partial mediator role in the relationship between self efficacy and professional satisfaction.