Providing of a model for improving the professional competencies of educational counselors in providing services to first high school students (Case study: Tehran Education)

The aim of this study was to providing of a model for improving the professional competencies of educational counselors in providing to first high school students.

The present study was descriptive and in terms of type, exploratory and in terms of approach, it was a mixed (qualitative-quantitative).At the first, in the quality part based on the review of research literature and exploratory interviews, dimensions and components were identified and in a quantity part, using a questionnaire, data were collected. population and sample of research in the qualitative part including obtaining the opinions of experts in the field of counseling using targeted non-probabilistic sampling method and in the quantitative part including all counselors in 19 districts of Tehran active in girls and boys schools in the first secondary school using Multi-stage sampling. Also, the data analysis in the qualitative part, using the theme analysis and in the quantitative part, the information in the questionnaires was analyzed using appropriate statistical software at a 95% confidence level.

Findings obtained from the analysis of qualitative data showed that 4 dimensions and 18 relevant components can form the research model. So that the technical skills of the consultant, 4 components: problem-solving and problem-solving skills, learning and teaching skills of the consultant, knowledge skills of the consultant and research skills of the consultant. Personality traits of the consultant, 6 components: including responsibility and work conscience of the consultant, adherence to the moral and human values of the consultant, initiative, ideation and creativity of the consultant, effort, patience of the consultant, risk-taking the counselor includes the flexibility and adaptability of the counselor. Dimensions of the consultant's management skills, 3 components: planning and time management skills of the consultant, skills related to environmental monitoring, decision-making skills, and finally the psychological skills of the consultant, 5 components: The counselor's communication and interaction skills include trust and persuasion skills, motivational skills, counselor cognitive skills, and awareness skills. On the other hand, the test findings of the research model showed that the above four identified dimensions can well explain the variance of the professional competencies of counselors in providing services to junior high school students at the 95% confidence level.