Universal Journal of Psychology 6(2): 35-42, 2018 http://www.hrpub.org DOI: 10.13189/ujp.2018.060201 The Relationships among School Counselors' Vocational Satisfactions, Their School Counseling Self-efficacy Expectations and Delivery System Components Aliye Işık Tokmak 1 , Ragıp Özyürek 2,* 1 Ozanca Middle School Ozanca Mahallesi, 45580 Gölmarmara, Manisa, Turkey 2 Psychological Counseling and Guidance Department, Istanbul Medipol University, İstanbul, Turkey Copyright©2018 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract In this study, the relationships between school counselors’ vocational satisfactions, their school counseling self-efficacy expectations and delivery system components were examined. The research participants of this study were two different samples of counselors who work one of the cities in the west of Turkey. The number of participants in each sample is 150. According to findings, positive correlations were obtained between counselors' vocational satisfactions and their school counseling self-efficacy expectations, and time spent conducting school counseling tasks with students / consultants in face-to-face interaction and negative correlations were found with conducting non-counseling duties. The findings also showed that there may be a positive relationship between vocational satisfactions and self-efficacy expectations and the number of clients participating in individual counseling sessions, the number of individual counseling sessions, the number of large group counseling sessions, the number of periodical individual planning interviewing and a negative relationship the number of small group guidance sessions and the number of conferences the counselors gave to the students. In the discussion section, the similarities between these findings and the findings in the previous studies were discussed and some suggestions were given to the researchers. Keywords Vocational Satisfaction, School Counseling Self-efficacy, Delivery System Components 1. Introduction The National Model, developed by the American School Counselor Association [1-3], is the latest developed comprehensive developmental model. The school counseling program, which was developed in accordance with this model, provides students with various attitudes, knowledge and skills and also measures the effectiveness of this program. With the development of comprehensive developmental models, it is aimed to replace the services and activities based on the traditional approach used by school psychological counsellors with a programmatic approach. With the influence of these models developed in recent years, examining the job satisfaction of school counselors has become an important issue. As mentioned by DeMato and Curcio [4], job satisfaction of counselors can reduce if they are given tasks which are beyond their abilities at school, if they have to give service to too many students, or if they are given some non-counseling rather than their basic tasks. The researchers examined the issue of job satisfaction in the sample of 301 school counselors working in primary schools. 78.45 % of these counselors are in “gets job satisfaction” and 12.46% are in “gets job satisfaction a lot” categories. It has been found that these people have direct interaction with students in their school services. As it was stated by Rayle [5], school counselors are constantly assuming new duties because the tasks they undertake at school involve ambiguities. For example, when there are inconsistencies between the daily tasks they perform, they may face different expectations from administrators, teachers, students and parents day by day. These tasks can remove them from counseling and also increase their work stress. In a sample of 388 school counselors, the researcher examined the relationships among perception of mattering by others, work stress, and job satisfaction. According to the results of the regression analyzes, it was found that mattering by other people in the job environment (students, parents and managers) and work stress predicted job satisfaction (35% of total variation explained). It can be said that school counselors who consider themselves important in their job environment have higher job satisfaction and lower work