An examination of school counselors' self-efficacy for promoting college knowledge

In this study, the researcher examined how professional, demographic, and school-level factors relate to high school counselors’ self-efficacy for promoting college knowledge across five domains. Using survey data from counselors in Georgia, the researcher evaluated the extent to which factors such as professional development frequency, membership in professional organizations, school characteristics, and counselor demographics predicted differences in self-efficacy through multivariate and univariate analyses. The results indicated that schools tracking first-generation student status had counselors who exhibited higher self-efficacy in assisting students with college applications and working with disadvantaged populations. Additionally, there were notable broad multivariate effects related to membership in professional organizations. However, the frequency of professional development did not significantly predict self-efficacy. The findings suggest that access to student information, contextual supports, and accumulated experience may influence counselor self-efficacy more than demographic factors or training frequency. Recommendations include expanding research across states, examining the development of self-efficacy over time, and studying the quality and structure of professional development and data systems. Overall, the study contributes insights into the conditions that help counselors feel prepared to guide students in the college-going process and informs efforts to strengthen college access supports.