Supervision outcome of professional education of school counselors in-service training

Afriyadi Sofyan; Nur Hidayah; Bambang Budi Wiyono; M. Ramli

doi:10.22235/cp.v18i1.3159

Authors

Afriyadi Sofyan Universitas Negeri Malang https://orcid.org/0000-0003-1313-8036
Nur Hidayah Universitas Negeri Malang https://orcid.org/0000-0002-2602-2385
Bambang Budi Wiyono Universitas Negeri Malang https://orcid.org/0000-0001-8351-5453
M. Ramli Universitas Negeri Malang https://orcid.org/0000-0001-8726-2895

DOI:

https://doi.org/10.22235/cp.v18i1.3159

Keywords:

supervisor, supervision outcome, school counselors, in-service training, guidance and counseling

Abstract

Professionalization efforts for school counselors through professional education, which are strengthened by supervision during the educational process, aim to improve their clinical and multicultural competence, which is essential in providing guidance and counseling services in schools. Using a quantitative approach and the Supervision Outcome Scale analyzed using the Rasch model, this study examined supervision conducted by university and field supervisors of internship counselors. The results showed that supervision outcomes were in the moderate category in competency development. However, a closer look revealed variations in the level of difficulty of item agreement based on supervisors' perspectives. The study also highlighted challenges in achieving maximum supervision outcomes, including limited internship time. While this study provides important insights into supervision outcomes, limitations such as using a quantitative approach may only partially capture the complexity of the supervision process. Recommendations for future research include using qualitative methods, exploring other factors that reveal supervision outcomes, and researching the impact of internship duration on counselor competency development.

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