TPC-Journal-V5-Issue1

The Professional Counselor /Volume 5, Issue 1 73 component extraction was conducted to determine whether a single summative scale could be utilized. Our results indicated that a single factor accounted for 63% of the variance in the items, with an eigenvalue of 6.3. A total sum scale was then created and had a range of 10 (low) to 100 (high) points. A Cronbach’s alpha of .92, 95% CI [.89, .94], was obtained for the scale . Data Analysis Analyses for hypothesis one were performed by calculating a full correlation matrix for the four variables. The second research question evaluated the hypothesized mediation effect proposed by Bakker and Demerouti (2008) using a path analysis. The alpha level was set to .05 for all statistical analyses. Analyses were conducted using SPSS Version 19.0 and SAS Version 9.2. Results Hypothesis One Scores on the OSEGM were positively correlated with the OSEBP Measure, r (76) = .53, p < .001. This positive correlation indicated that high values of organizational support of educational growth were found with high values of organizational support of EBP. In addition, scores on the OSEGM were positively correlated with scores on the Utrecht, r (76) = .55, p < .001. This significant positive relationship indicated that high levels of organizational support of educational growth were found with high scores on the Utrecht. A significant positive correlation also was found between the OSEGM scores and the PES scores, r (76) = .25, p < .03. This positive directional effect indicated that high levels of organizational support of educational growth related to higher scores on professional expertise. The Utrecht was positively correlated with the OSEBP Measure, r (76) = .58, p < .001. High levels of organizational support of EBP related to higher scores on the Utrecht. The Utrecht was positively correlated with the PES, r (76) = .46, p < .001. The positive relationship indicated that higher scores on the Utrecht found with higher scores on the PES. Lastly, OSEBP was found to be positively correlated with the PES, r (76) = .33, p = .003. This positive relationship indicated that high levels of organizational support of EBP were found with high scores on the PES. Thus, as hypothesized, organizational support of EBP, organizational support of educational growth and perceived professional expertise were all positively related to each other (see Table 1 for correlations between all major variables.). Table 1 Correlations Between Study Factors Utrecht OSEBP OSEGM PES OSEGM .46*** .55*** .33** .53*** .25* OSEBP .58*** * p < .05, ** p < .01, *** p < .001 Hypothesis Two Bakker and Demerouti (2008) proposed a model with a mediation effect of work engagement on the relationship between job and personal resources and performance. Our interpretation of the model placed