Measuring Self-Efficacy of Counselor Education Doctoral Students in their Supervision of Master's-Level Counseling Students

Publication Date

2024

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Counselor Education

First Advisor

Dr. Patricia Robey

Abstract

iv ABSTRACT The aim of this study was to measure the counselor supervisor self-efficacy of Counselor Education and Supervision (CES) Doctoral students who provide clinical supervision to Master's-level counseling students. The study also aimed to understand the impact of educational training on the counselor supervisor self-efficacy of these CES Doctoral students. Responses were examined from 36 CES Doctoral students from across the United States. Counselor supervisor scores for CES Doctoral students who supervise Master's-level counseling students were found to be at a moderate level: 324.72 (SD = 37.99). A reduced sample size did not allow for conclusions related to the impact of educational training on the counselor supervisor self-efficacy of CES Doctoral students who supervise Master's-level counseling students. However, additional findings outside of the study's original primary research questions were uncovered and that showed that counselor supervisor self-efficacy increases by students' Doctoral program year level. The Counselor Supervisory Self-Efficacy Scale (CSSES), a validated and reliable survey instrument, was used in the study. Significant differences in the CSSES subscale scores among participants were also found, though these analyses were not part of the study's original primary research questions. These findings were all reported, and conclusions, implications and future directions for research were discussed.

Comments

Request for withholding of full-text. Manuscript indexed in the University Library.

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