ERIC Number: ED647019
Record Type: Non-Journal
Publication Date: 2022
Pages: 137
Abstractor: As Provided
ISBN: 979-8-8417-4695-9
ISSN: N/A
EISSN: N/A
School Counselors' Experiences with Supervision: Exploring Perceptions of Professional Identity, Self-Efficacy, and Professional Competence
Shala Darwin
ProQuest LLC, Ph.D. Dissertation, Indiana University of Pennsylvania
The literature on school counseling supervision indicates there is a lack of school counseling-specific supervision conducted in school districts, which may be impacting school counselors' professional identity development, self-efficacy, and professional competence (Mascari & Webber, 2012; Cinotti & Springer, 2016; Tang, 2020). This research study sought to investigate school counselors' interactions, perceptions, and experiences with supervision. When school counselors are supervised by non-school counseling certified/licensed personnel, this can potentially lead to confusion and misrepresentation of the roles and responsibilities of school counselors (Cinotti & Springer, 2016). A transcendental phenomenological approach was used to explore school counselors' perceptions of professional identity, self-efficacy, and professional competence as they relate to their experiences with supervision. Semi-structured interview recordings were transcribed using Rev.com and manually analyzed using Moustakas Modified Van Kaam (1994) data analysis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: School Counselors, Counselor Attitudes, Supervision, Self Efficacy, Professional Identity, Professionalism, Counselor Role, School Districts, School Counseling
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A