Abstract

The purpose of this qualitative study was to examine school counselors’ experiences transitioning to virtual counseling during the Covid-19 pandemic, the factors influencing their sense of confidence, and successes and challenges associated with the transition to virtual counseling. Study participants characterized the transition to virtual counseling as challenging and reported the process decreased their self-efficacy. Participants identified four salient categories of challenges associated with the transition to virtual counseling, including difficulty maintaining accountability and contact with students, decreased work/life balance, diminished sense of connection with students, and lack of preparation to conduct virtual school counseling. Successes resulting from the transition to virtual counseling, included enhanced technology skills and utilization of technology to expand virtual services to students and families.

Recommended Citation

Hornor, Tara and Westberry, Lee A. (2023) "The Virtual Counseling Transition and its Influence on School Counselor Self-Efficacy," Journal of Educational Leadership in Action: Vol. 9: Iss. 1, Article 4.
DOI: https://doi.org/10.62608/2164-1102.1113
Available at: https://digitalcommons.lindenwood.edu/ela/vol9/iss1/4