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Effect Of Work Experience And Educational Background
On Counselor’s Work engagement
14
EFFECT OF EDUCATIONAL BACKGROUND AND WORK EXPE-
RIENCE ON COUNSELOR’S WORK ENGAGEMENT
Fathur Rahman
1
, Siti Aminah
2
, Yuli Nurmalasari
3
Final Received: 08th June 2021 Final Proof Received: 16th August 2021
Abstract: Work engagement serves as one of the dimensions contributing to the development
of professional identity. This article aimed to describe the level of work engagement of school
counselors, and the influence of work experience and educational background on counselors'
work engagement. To this end, this comparative study involved school counselors as partici-
pants of the study, recruited using an incidental sampling technique. The participants were
asked to share the invitation link to several school counselor social media groups in Indonesia.
A work engagement scale adapted from the Utrecht Work Engagement Scale was employed to
collect the data. The data were analyzed by inferential statistics using two-way ANOVA. The
result shows that the average work engagement of participants was categorized as high. It was
also found that work experience and educational background did not affect counselors' work
engagement. The results of this study serve as preliminary findings of a complete framework
for further research on the professional identity of school counselors in Indonesia.
Keywords: work engagement, work experience, educational background, school counselor.
JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling
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How to cite (APA): Rahman, Fathur., Aminah, Siti., & Nurmalasari, Yuli. (2021). Effect Of Educational Background
And W ork Experience On Counselor’s Work Engagement. JOMSIGN: Journal of Multicultural Studies in Guidance
and Counseling, 5(2), 14-30.
This is an open-access article distributed under the terms of the Creative Commons Attribution
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INTRODUCTION
Dimensions related to career development in guidance and counseling need
further attention, including the school counselors’ work engagement. It refers
to the school counselors' involvement in pursuing their field of expertise. Ef-
forts in exploring work engagement are based on research on personal varia-
bles, such as work values, work engagement, and the professional quality of
school counselors in education, with the aim of not only exploring the counse-
lor's personal experience but also having an impact on the services provided to
1
Universitas Negeri Yogyakarta, Indonesia; fathur@uny.ac.id
2
Universitas Negeri Yogyakarta, Indonesia; sitiaminah@uny.ac.id
3
Universitas Negeri Yogyakarta, Indonesia; yulinurmalasari@uny.ac.id
JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling
Volume 5, No.2, September 2021: Page 14-30
ISSN 2549-7065 (print) || ISSN 2549-7073 (online)
DOI: https://doi.org/10.17509/jomsign.v5i2.35023
Available online at http://ejournal.upi.edu/index.php/jomsign
Fathur Rahman, Siti Aminah, Yuli Nurmalasari
15
the counselee (Blount, Bjornsen, & Moore, 2018). A counselor's involvement
in their professional domain is also one of the psychological attributes that
represent the counselor's professional identity. (Puglia, 2009; Woo, Lu, Harris,
& Cauley, 2017).
In the field of the teaching profession, the issue of work engagement
also draws attention due to teachers’ high turnover rate. In the US, for
example, (Ingersoll, 2001) reported that up to fifty percent of teachers leave
their teaching profession in the first ten years of their career. Among those
who remain, only a quarter retire while half of them move to other jobs (Feng
& Sass 2017). In western countries, approximately 25%-40% of novice
teachers quit their teaching profession (Ewing & Smith, 2003).
One’s work engagement has been depicted differently by some
scholars. Some scholars describe it as an individual’s job-related function to
optimize their resources (Xanthopoulou, Bakker, Demerouti, & Schaufeli,
2009). Others view it as a positive individual’s job-related function
representing one’s thinking skills characterized by three aspects: vigor,
absorption, and dedication (Lockwood, 2007; Gifford & Young, 2021;
Schaufeli & Salanova, 2011).
Individuals’ vigor may be characterized by their high spirit and mental
resilience in the workplace. High-spirited individuals are likely to be more
focused on the task given to them and may attempt to continue making
contributions despite the challenges and problems they face in the workplace.
Dedication refers to a state of being intensely involved in work and having a
sense of pride, inspiration, and enthusiasm for the work (Gifford & Young,
2021; Schaufeli & Bakker, 2004; Schaufeli & Salanova, 2011). Dedicated
individuals may find their work meaningful and proud. One’s dedication can
also be viewed from their job commitment (Suleiman, Olanrewaju, &
Suleiman, 2019). Actions that represent commitment and dedication are fac-
tors that can encourage professional growth. Meanwhile, the third aspect of
work engagement- Absorption-, is characterized by one’s concentration and
preoccupation on the job. Individuals absorbed into their job can spend their
whole time on job-related tasks and find it difficult to stop working on the task
(Gifford & Young, 2021; Schaufeli & Bakker, 2004; Schaufeli & Salanova,
2011). Despite its importance, studies investigating work engagement are still
scarce. Among the studies, Blount, Bjornsen & Moore (2018) report that
attending counseling courses may enhance the school counselors’ work
Effect Of Work Experience And Educational Background
On Counselor’s Work engagement
16
engagement. In the guidance and counseling context, work engagement
could be defined as the active participation of a professional counselor by the
expected behavioral guidelines. A counselor, as a member of a professional
organization, is expected to be more engaged with their profession than non-
member counselors (Puglia, 2009). Based on the concept, it can be concluded
that work engagement is a term to describe individuals’ mental condition
related to their profession, which is represented by enthusiasm, i.e., an
individual’s level of focus in enhancing effectiveness and dedication to their
profession.
Existing literature highlight some variables that may affect one’s work
engagement, such as age, gender and race, job stress, and personality traits
(Rothmann, Mostert, & Strydom, 2006). Work experience and educational
background are also found to affect one’s work engagement (Hoti, 2019;
Jayanthi, Kowsalya, & Manju, 2020). In the Indonesian context, research on
the English teacher association showed interesting results for further discus-
sion (Basikin, 2007). The study found that work experience and skill linearity
have no significant effect on work engagement. This means that work
engagement of teachers with long teaching experience and linear skills tend to
be similar to those with minimal teaching experience and non-linear skills.
Grounded from the description above, three hypotheses were proposed:
first, educational background affects school counselors’ work engagement,
second, work experience affects school counselor work engagement, and third,
there is an interaction pattern between educational background and work
experience. Therefore, the purpose of this study is to identify, analyze, and
draw conclusions about the effect of educational background and work experi-
ence on school counselors’ work engagement.
METHOD
The recent study applied the quantitative comparative method, a method to
explain the changes in one variable predicted by changes in other variables
(Creswell, 2012). The use of a comparative method with an explanatory de-
sign in this study was intended to provide a description related to the effect of
work experience and educational background on school counselor work en-
gagement. The findings of this study also described the effect of the interac-
tion between work experience and the educational background of the school
counselor.
Fathur Rahman, Siti Aminah, Yuli Nurmalasari
17
The target population was school counselors who expressed a willing-
ness to participate online as research participants. The sampling technique
used to reach the target population is incidental sampling. By using incidental
sampling technique, the researcher looked for the target population through
numerous school counselor WhatsApp groups and asked them to fill out the
work engagement scale. As a result, 211 responses from 211 school
counselors were obtained. The respondents came from 14 provinces in Indo-
nesia, the distribution of the respondents is presented in the following table 1.
Table 1. Demographic Characteristics of Respondents
NO
VARIABLE
Frequency
Percentage (%)
1
Gender
a. Male
49
23.2
b. Female
162
76.8
Total
211
100
2
Provincial Origin
a. Banten
11
5.2
b. Bengkulu
1
.5
c. DI Yogyakarta
27
12.8
d. DKI Jakarta
5
2.4
e. Gorontalo
1
.5
f. Jawa Barat
81
38.4
g. Jawa Tengah
47
22.3
h. Jawa Timur
16
7.6
i. Kalimantan Selatan
1
.5
j. Lampung
7
3.3
k. Nanggroe Aceh Darussalam
2
.9
l. Nusa Tenggara Barat
2
.9
m. Riau
1
.5
n. Sumatera Selatan
9
4.3
Total
211
100
The school counselors’ work engagement in this study was measured us-
ing the Utrecht Work Engagement Scale (UWES) developed by Schaufeli,
Bakker dan Salanova (Schaufeli, 2014). It is a three-factor scale consisting of
Effect Of Work Experience And Educational Background
On Counselor’s Work engagement
18
17 items aiming to measure three dimensions of work engagement:
vigor, dedication, and absorption. Vigor consists of 6 items, dedication
consists of 5 items, while absorption consists of 6 items. Six response options
were provided, starting from 0 (never), 1 (several times a year), 2 (once a
month), 3 (several times a month), 4 (once a week), 5 (several times a week)
to 6 (every day). The alpha coefficient of the instrument was .88, indicating
that the scale was reliable to measure the school counselors’ work
engagement.
The data obtained were statistically processed and analyzed using a two-
way ANOVA. This analysis technique is used to determine the comparative
effect and interaction of work experience and educational background on work
engagement.
FINDINGS AND DISCUSSIONS
Work Experience and Educational Background
Work experience in this study is defined as the school counselors’ professional
experience, determined from their certification status. School counselors who
have worked for more than seven years, based on the Indonesian government
regulation, receive a professional certificate. Whereas those with a length of
service of fewer than seven years are categorized as non-certified school coun-
selors. Regarding educational background, in the present study, it is defined as
the linearity of a school counselor's undergraduate education and their present
profession, i.e., as a school counselor.
Table 2. Profile of Work Experience and Educational Background
No
Variable
Frequency
Percentage (%)
1
Work Experience
a. Certified
130
61.6
b. Non-certified
81
38.4
Total
211
100
2
Educational Background
a. Bachelor’s degree in Guidance and
Counseling
186
88.2
b. Bachelor’s degrees in other majors
25
11.8
Total
211
100
Fathur Rahman, Siti Aminah, Yuli Nurmalasari
19
Respondents in the present study were categorized based on their
educational background as some respondents did not have a bachelors’ degree
in guidance and counseling major. As shown in Table 2, 186 respondents
(88.2%) held a bachelor’s degree in guidance and counseling, while 25
respondents (11.8%) held a bachelor’s degree in other majors. In addition to
the educational background, respondents were also grouped based on their
certification status, revealing that 130 respondents (61.6%) had been certified
through the national certification program while 81 respondents (38.4%) had
not been certified.
School Counselor’s Work engagement
Work engagement consists of three dimensions: vigor, dedication, and absorp-
tion. The instrument used to measure the level of work engagement is the
Utrecht Work Engagement Scale (UWES) which was adapted from the in-
strument developed by Schaufeli and Bakker. This instrument consists of 17
items with a response scale of 0 – 6. A scale of 0 means Never; 1 means sev-
eral times a year or less; 2 means once a month or less; 3 means several times
a month; 4 means once a week; 5 means several times a week; and 6 means
every day. Ideally, the respondent's minimum possible score is 0 x 16 points =
0 and the maximum possible score is 6 x 16 points = 96. The score is likely to
move between the 0-96 score range.
Empirical results through descriptive statistics on work engagement
variables are shown in the following Table 3.
Table 3. Descriptive Statistics of Work engagement
N
Minimum
Maximum
Mean
Std. Devi-
ation
Work engagement
211
17
96
80.4
4.8
a. Vigor
211
7
36
30.4
4.2
b. Dedication
211
5
30
26.8057
4.67873
c. Absorption
211
5
30
23.374
12.15694
Effect Of Work Experience And Educational Background
On Counselor’s Work engagement
20
Figure 1. Mean Differences in Work engagement Dimensions
As displayed in Table 3, the average score of work engagement of 211
respondents was 80.4. This empirical average was greater than the theoretical
average of 48. By using the formula Me > Mt (80.4 > 48), it can be roughly
described that the respondents’ work engagement is in the high category. Ta-
ble 3 and Figure 1 also present the mean differences between three dimensions
in school counselor work engagement. The vigor dimension, indicating the
school counselor's enthusiasm and energy in pursuing his work, tends to be
higher than the dedication and absorption dimensions. Based on the formula
for the average and the theoretical standard deviation, the researchers set a
normative category with the following formula in Table 4.
Table 4. Normative Category of Work engagement
Norm
Formula
Range Score
Frequency
Percentage
Very High
x > µ + 1.5σ
x > 76.5
115
54.5
High
µ + .5σ < x ≤ µ + .5σ
59.5 < x ≤ 76.5
76
36
Moderate
µ - .5σ < x ≤ µ + .5σ
42.5 < x ≤ 59.5
15
7.1
Low
µ - 1.5σ < x ≤ µ - .5σ
25.5 < x ≤ 42.5
3
1.4
Very Low
x ≤ µ - 1.5σ
x ≤ 25.5
2
.9
n=211
100%
Fathur Rahman, Siti Aminah, Yuli Nurmalasari
21
Figure 2. Percentage of Work engagement Level
As presented in Figure 2 above, most of the school counselors report
high (36%) and very high (54.5%) work engagement, while only a few of
them report low work engagement.
Table 5 below shows the average work engagement of school counse-
lors in terms of work experience and educational background. From the data
of these two variables, school counselors with a non-guidance and counseling
educational background tend to have a higher average work engagement
(79.4) compared to school counselors with guidance and counseling educa-
tional background (74.5). It was also found that noncertified school counselors
tended to have a higher average work engagement (77.09) than certified
school counselors (73.83).
Effect Of Work Experience And Educational Background
On Counselor’s Work engagement
22
Table 5. Mean of Work engagement Based on Work Experience and
Educational Background
Work Experience
Education
Mean
SD
N
Certified
(more than 7 years)
Bachelors’
Degree in
Guidance &
Counseling
73.2650
12.12179
117
Bachelors
degree in
other majors
78.9231
6.37000
13
Total
73.8308
11.78170
130
noncertified
(less than 7 years)
Bachelors’
Degree in
Guidance &
Counseling
76.6087
10.96548
69
Bachelors
degree in
other majors
79.9167
10.15747
12
Total
77.0988
10.85312
81
Total
Bachelors’
Degree in
Guidance &
Counseling
74.5054
11.78788
186
Bachelors
degree in
other majors
79.4000
8.23610
25
Total
75.0853
11.51861
211
Dependent Variable: Work engagement
The difference in the mean score of work experience and educational
background was further examined to see the significance. In the present study,
three hypotheses were tested, including 1) whether or not school counselors’
educational background affect their work engagement (main effect), 2)
whether or not school counselors’ work experience affect their work engage-
Fathur Rahman, Siti Aminah, Yuli Nurmalasari
23
ment (main effect 2), and 3) how work experience and educational background
interact with each other (interaction effect). The analysis result is presented in
Table 5.
Before hypotheses tests, a homogeneity test was conducted using
Levene's test. Based on Levene's test results, it is known that the value of
F=1.516 with df1=3, df2=207, and sig.= .211. According to the criteria, if the
significance value (α) ≥ .05, t can be interpreted that the sample group being
tested comes from a population that has a homogeneous variance. Because the
value of sig.=.211 ≥ .05, it can be concluded that the compared groups have
homogeneous variances. The homogeneity of variance is used as the basis for
overcoming the number of respondents in each group which tends to be differ-
ent. That is, the number of samples in each group of work experience and edu-
cational background is considered to be representative of their respective pop-
ulations.
Table 6. Factorial ANOVA Test Results (3 x 2)
Source of Variance
Sum of
Squares
Degree
of Free-
dom
Mean
Square
F
Sig.
Intercept
519945.179
1
519945.179
4.010E3
.000
Inter-educational
background (Fa)
438.584
1
438.584
3.382
.067
inter-work experi-
ence
(Fb)
102.634
1
102.634
.791
.375
Interaction (Fa*b)
30.133
1
30.133
.232
.630
Galat (Error)
26843.061
207
129.677
Total
1217439.000
211
Table 6 presents the output data of factorial ANOVA of two independ-
ent variables (educational background and work experience) and one depend-
ent variable (work engagement). Some important results were noticed related
to the main effect based on the analysis results of each grouping variable and
the interaction effect based on a combination of group variables. The main ef-
fect can be observed from the F score of the educational background factor
(Fa-test) and work experience factor (Fb-test), while the interaction effect can
Fathur Rahman, Siti Aminah, Yuli Nurmalasari
24
be seen from the score of F-test result between educational background
and work experience (Fa*b).
The first important finding was that the Fcount for the inter-
educational background factor (Fa-test) was 3.382 with a value of sig.=.067.
As sig. value was higher than .05, hypothesis 1 stating that educational
background affects school counselors’ occupational management was not
supported. In other words, school counselors’ educational background does
not affect their work engagement.
Second, the Fcount for the inter-work experience factor (Fb-test) was
.791 with a value of sig.=.375. This result indicates that the second hypothesis
stating that work experience affects school counselors’ work engagement was
also not supported. That is, there is no significant difference in work engage-
ment between certified and noncertified school counselors.
Third, the Fcount for the interactional factor between educational
background and work experience (Fa*b) was .232 with a value of sig.= .630.
Since the sig. value was .630 (> .05), the hypothesis stating there is a
relationship between educational background and work experience was also
rejected.
The last interesting result is related to the intercept pattern. In general,
in the regression equation, the intercept is defined as the average value of Y
when the X value is zero. In other words, if X does not contribute, then on av-
erage the Y variable will be able to change without being influenced by the
existence of the independent variable. If the value of < α=.05, then the inter-
cept is significant. Through the factorial ANOVA test, it is known that the
value of sig. = .000 < .05. In conclusion, the average work engagement can
change without being influenced by educational background and work experi-
ence factors.
Discussions
The present study was designed to determine the level of school counselors’
work engagement and examine the effect of educational background and work
experience on their work engagement. The present study found that school
counselors’ work engagement was categorized as high. However, the
unanticipated findings were in line with that conducted by Basikin that educa-
tional background and work experience had no significant effect on teachers’
work engagement in the English teaching context (Basikin, 2007). This find-
ing in terms of work experience is supported by research conducted by
Effect Of Work Experience And Educational Background
On Counselor’s Work engagement
25
Skovholt and Jennings (Konstam et al., 2015) that years of work experience do
not guarantee an increase in one's expertise and professional development in
counseling practice. This study found that school counselors with guidance
and counseling backgrounds and those with non-guidance and counseling
backgrounds reported a similar level of work engagement. The same goes for
work experience. Certified and noncertified school counselors also tend to
report having relatively similar levels of work engagement.
The finding of this study contradicts Jayanthi, Kowsalya, and Manju
(2020) and Hoti (2019) who argue that work experience variables (Blount et
al., 2018; Ufaira, et. al., 2020) and educational background may affect one's
work engagement. Its finding indicates that more relevant educational
background and work experience results in an individuals’ higher job-related
engagement (Hoti, 2019; Trisnowati, 2018; Dwikurnaningsih, 2011). Howev-
er, Basikin highlights that the effect of these two factors is irrelevant in his
study on Indonesian English teachers’ work engagement (Basikin, 2007). His
study revealed that teachers with professional cerficiation tend to exhibit
stagnant career progress as they perceives that they have already had safe posi-
tion in their career. Such feeling of safety arises since, with their long work
experience and professional certification, they are financially sufficient and
guaranteed by the Indonesian government.
What is interesting for further discussion is that the average of the two
factors shows a difference in the mean score. The group of school counselors
with no guidance and counseling background and who have not been certified
tends to have a higher mean score of work engagement than those with guid-
ance and counseling background and more professional work experience. This
condition raises a concern related to the syndrome of self-completism, a
condition where an individual views him/herself as a certified, educated, once-
for-all school counselor (Kartadinata, 2011).
Related to the fact that school counselors are highly engaged in guid-
ance and counseling services, one of the comparisons that can be used as a
reference is research conducted on teachers (Basikin, 2007). High engagement
is driven by various motives, including intrinsic, extrinsic, and altruistic. Ex-
trinsic motives are related to material adequacy and job security guarantees,
intrinsic motives are related to the nature of the teaching profession which is
considered a dignified profession and teaching is a noble profession. Making
work meaningful is an important aspect of improving performance and em-
ployee engagement (James & Emily, 2015).
Fathur Rahman, Siti Aminah, Yuli Nurmalasari
26
Altruistic motives include a willingness to interact with children and
help students achieve success (Brookhart & Freeman, 1992). Unfortunately,
this study only reveals the evidence of work engagement among pre-service
teachers and there is no factual condition that looks at the extent of the mo-
tives that encourage work engagement among teachers with longer work expe-
rience. Related to the previous statement, many factors that influence the level
of work engagement, such as psychological meaningfulness, job insecurity,
employee empowerment, organizational commitment, happiness, learning
goal, organizational circumstances, and institutional support (Bakker,
Schaufeli, Leiter, & Taris, 2008; Chugtai & Finian, 2011; Soelton et al., 2020;
Warr, 2011; Warr & Inceoglu, 2012)
The limitation of this study lies in the possibility of a fairly high social
desirability in the instrument or psychological scale used (Azwar, 2013).
UWES as the instrument that the most used to examine the level of work en-
gagement in many countries tends to use a generic work-related substance for
any field of work. Explorations conducted in several online databases have not
found a specific psychological scale to measure work engagement in the con-
text of guidance and counseling. Because the indicators of questions about
work tend to be general, there is a tendency for respondents to give the best
response following social expectations that apply normatively. Besides that, a
wider exploration and meaning is needed regarding the dimensions of work
engagement (Bakker et al., 2008). It would be more effective and representa-
tive if there were broad agreements on the meaning of work engagement and
its dimensions.
CONCLUSION AND RECOMMENDATION
Based on the findings and analysis of the research results, it could be
concluded that most of the school counselors’ work engagement in this study
was categorized as high. However, their educational background and work
experience were found not to significantly affect their work engagement. It
can be interpreted that educational background and work experiences have a
small effect on the level of school counselors’ work engagement.
Further scrutiny on the antecedents of school counselors’ work
engagement is pivotal. Future studies need to address the role of intrinsic,
extrinsic, and altruistic motives in driving a school counselors’ work
engagement. As school counselors with long work experience and linear edu-
cational background exhibit a similar level of occupational engagement to
those with minimum work experience and non- guidance and counseling edu-
Effect Of Work Experience And Educational Background
On Counselor’s Work engagement
27
cation background, it seems critical to address a potential issue concerning
self-completism. This is important to prevent school counselors from being
preoccupied with their certification status and financial security. In addressing
such issues, skills and competency development may serve as one of the im-
portant strategies.
ACKNOWLEDGEMENTS
The research was carried out with the support of Research Group (RG) funds
from the Faculty of Education, Universitas Negeri Yogyakarta in 2020. Ac-
knowledgments were conveyed to the Dean of FIP UNY and the Head of the
PPB FIP UNY Department.
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