Examining the Relationship among School Counselors' Multicultural Self-Efficacy and Leadership Practices




Albert, Tracey Rene

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This quantitative research study aimed to examine the relationship among school counselors’ multicultural self-efficacy and leadership practices. Specifically, this study attempted to determine if school counselors’ multicultural self-efficacy (i.e., knowledge of multicultural concepts, using data and understanding systemic change, developing cross-cultural relationships, multicultural counseling awareness, multicultural assessment, and applying racial and cultural knowledge to practice) predicted their leadership practices. This study included a nationwide sample of 212 school counselors. Findings from this study revealed positive, statistically significant correlations between school counselors’ multicultural self-efficacy and leadership practices. Findings also revealed that school counselors’ multicultural self-efficacy accounted for over a third of the variance in school counselors’ leadership practices, suggesting that school counselors’ multicultural capabilities are strongly related to their leadership practices. Results from this study could assist counselor educators and researchers in identifying multicultural factors that might impact school counselors’ effectiveness as leaders in the diverse contexts of today’s schools.



Education, School counseling, Multicultural Competence, Multicultural Leadership, Multicultural Self-Efficacy, School Counselor Leadership, School Counselors, Social Justice