其他摘要：The research objectives were to 1) investigate counseling self-efficacy factors, and 2) compare counseling skills perception results before after the participated period and follow up participated in training. The research procedures were divided into 2 phases; Phase 1: investigate counseling self – efficacy factors and Phase 2: Development on counseling self-efficacy through trainings. The subjects were guidance teachers from schools in Bangkok and surrounding provinces. They divided into two group. The first group consisted of 217 guidance teachers . This group was multi-stage sampling selected from population and was a representative for counseling self-efficacy study.The second group included 14 guidance teachers whose counseling self – efficacy scores were lower than twenty-fifth percentile andvolunteered for attendingtraining program. The research instruments were counseling self- efficacy scale (validity = 0.85) and counseling self – efficacy training program. The data were analyzed by Confirmatory Factor Analysis and One Way ANOVA Repeated Measures. The research findings were as follows; 1) The confirmatory factors analysis significantly confirmed that the model of counseling self – efficacy functioning could be characterized into four factors : micro skills, counseling process, understanding counselee’ behaviors and counselor values. This four factors were high, loading at the 0.01 level and could be able to measure the counseling self – efficacy functioning factors. 2) Statistically significant differences at the 0.01 level of the counseling self – efficacy of the experimental group existed before and after the participated period and follow upperiod. The result of this study indicated that training program for developing counseling self efficacy was key factor in increasing positive change in counseling self – efficacy of guidance teachers.
