The Professional Counselor | Volume 12, Issue 3 239 (M) on CSCP implementation (Y), controlling for the effect of emotional intelligence (X), with the coefficient denoted as b; and (d) the association between school counselors’ emotional intelligence (X) and CSCP implementation (Y), using transformational leadership practice (M) as a mediator with coefficient denoted as c’ (MacKinnon et al., 2012). The difference between the coefficients c and c’, (c – c’), is the mediation effect of transformational leadership practice. Figure 1 The Hypothesized Mediation Model Note. SC = school counselors; CSCP = Comprehensive School Counseling Program. Hayes’s PROCESS v3.5 (with 5,000 regenerated bootstrap samples) was used to perform the mediation analysis. Hayes’s PROCESS is an analytical function in SPSS used to specify and estimate coefficients of specified paths using ordinary least squares (OLS) regression (Hayes, 2012). We consulted Fritz and MacKinnon (2007) regarding sample adequacy for detecting a mediation effect. Specifically, in order to allow .80 power and a medium mediation effect size, a sample of 397 is recommended for Baron and Kenny’s test, and a sample of 558 is considered adequate to detect small effects via percentile bootstrap (Fritz & MacKinnon, 2007). As such, our sample size of 792 met both criteria. According to MacKinnon et al. (2012), the mediation effect is significant, if zero (0) is excluded from the designated confidence interval (95% in our study). Results Correlations We performed a bivariate analysis on the main study variables of school counselors’ emotional intelligence (measured using the WEIP-S), transformational leadership practice (measured using the SCTLI), and school counselors’ CSCP implementation (measured using the SCPIS-R). School counselors’ emotional intelligence scores were positively correlated with their transformational leadership practice (r = .42, p < .001) and were positively correlated with their CSCP implementation (r = .34, p < .001). Similarly, school counselors’ transformational leadership practice was found to be positively correlated with CSCP implementation (r = .56, p < .001). Table 1 denotes the correlations among variables. CSCP Implementation (Y) SCs’ Leadership Practice (M) SCs’ Emotional Intelligence (X) b c a
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