Evaluating an Accountability Mentoring Approach for School Counselors

Abstract

School counselors are encouraged to use accountability in order to advocate for their programs and students, but many school counselors lack confidence to work with data. This project examined the effectiveness of an individualized mentoring intervention targeting data attitudes, self-efficacy, and behaviors. After participating in the intervention, four school counselors experienced more positive attitudes about accountability as well as increased self-efficacy and plans to engage in accountability activities. This article discusses implications for professional development.

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