Finding Meaning in Professional Identity Amid Role Ambiguity: A Thematic Analysis of Indonesian School Counselors’ Experiences

Abstract

Abstract. This qualitative study examines how Indonesian guidance and counseling (GC) teachers construct and negotiate their professional identity amid role ambiguity in schools. In-depth, semi-structured interviews were conducted with 33 GC teachers from elementary and secondary schools across 12 districts/cities in Central Java. Data were analyzed using thematic analysis. The findings reveal two interconnected patterns. First, participants understood counseling as a source of personal fulfillment and a specialized profession grounded in competence, empathy, and confidentiality; however, some regarded counseling as secondary to teaching duties. Second, overlapping teaching, disciplinary, administrative, and inclusive-education responsibilities blurred professional boundaries and sometimes undermined students’ trust. Participants also demonstrated adaptability by seeking professional development and integrating supportive practices into additional roles. These findings suggest that professional identity is continuously negotiated between counselors’ professional values and institutional expectations. Clearer role boundaries, relevant competency development, and sustained institutional support are needed to strengthen school counseling practice in Indonesia.

Keywords: Professional identity, Guidance Counselors, Role ambiguity, Professional challenges, Professional development