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Abstract

There is a dearth of literature that has empirically examined ecological factors that influence school counselors’ engagement in leadership. Thus, using hierarchical regression analysis, we examined whether sociocultural factors (i.e., race/ethnicity, childhood socioeconomic status, current socioeconomic status, age, gender), professional developmental experiences (i.e., leadership experience, supervision, mentorship, leadership training), intra- and interpersonal factors (i.e., multicultural competence, leadership self-efficacy, psychological empowerment), and school climate significantly and uniquely predicted school counselors’ leadership practices. The final hierarchical regression model, using 647 school counselors nationwide, accounted for 57% variance in these practices. Sociocultural factors, professional developmental experiences, and intra- and interpersonal factors significantly and uniquely contributed to the school counselors’ leadership practices. We discuss implications for the profession.

Keywords

school counseling leadership ecological factors educational leadership multicultural competence psychological empowerment

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Examining Ecological Factors that Predict School Counselors’ Engagement in Leadership Practices

Abstract

Keywords

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