ABSTRACT Objective: To understand the general self-efficacy of full-time and part-time counseling staff in primary and secondary schools. Methods: 108 counseling staff from primary and secondary schools in Foshan City were selected using multi-stage random sampling method, and investigated by self-made questionnaire, Simplified Coping Style Questionnaire (SCSQ) and General Self-Efficacy Scale (GSES). Results: Different academic staff had different positive coping s scores (P < 0.05). People with Master’s degree and above selected more mature way than that of college staff, and people with lower educational level (2.56 ± 0.34, 2.02 ± 0.40, P < 0.05); People with different jobs showed different negative coping s and self-efficacy (P < 0.01); Score of negative coping s of part-time staff was higher than that of full-time staff(1.21 ± 0.59, 0.94 ± 0.36), while their sense of self-efficacy was lower than that of full-time staff (2.51 ± 0.49, 2.83 ± 0.39). However there was no statistical difference among people from different majors and jobs on positive coping s, negative coping s and self-efficacy (P > 0.05). High self-efficacy group had higher scores of positive coping s than that of low self-efficacy group (2.17 ± 0.36，1.97 ± 0.43, P < 0.05); Positive correlation had been found between self-efficacy and positive coping s (r = 0.307, P < 0.01). Conclusion: Self-efficacy of counseling staff in primary and secondary schools is related to positive coping s and job s kinds (full-time or part-time).
Cite this paper
nullCheng, S. , Liu, G. , Xu, G. , Xue, Y. & Guo, L. (2011). Primary and Secondary School Counseling Staff Self-Efficacy Relevant Factors. Psychology, 2, 226-229. doi: 10.4236/psych.2011.23035.
 Editorial Committee of Chinese Journal of Behavioral Medical Science (2005). Behavior Medicine Scale Manual. Beijing: China Medical Multimedia Press.
 Compas B.E., Connor-Smith J.K., Saltzman H. et al.(2001) Coping with stress during childhood and adolescence: Problems, progress and potential in theory and research. Psychological Bulletin, 127, 87-127. doi:10.1037/0033-2909.127.1.87
 Wang X.-D., Wang X.-L., Ma H. et al. (1999). Psychology health measuring scale manual (Expanded edition). Chinese Mental Health Journal, 122-124.
 Pang L.-J., & Hong X.-M. (2005). Teacher’s perceived self-efficacy: An important inherent motive mechanism in teacher’s self-development. Teacher Education Rresearch, 17, 43-46.
 Qiu X.-F., Zhang W., & Yao D.-J. (2007). The relationships of university teachers’ well-being and coping strategies. The Modern Education Journal, 7, 22-26.