Date of Award

Summer 8-2017

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational and School Psychology

First Advisor

Mark R. McGowan, Ph.D.

Second Advisor

Lyanne Black, Ph.D.

Third Advisor

Courtney L. McLaughlin, Ph.D.

Fourth Advisor

Joseph F. Kovaleski, D.Ed.

Abstract

The purpose of this study is to explore the relationship between self-efficacy and supervision in early career school psychologists and school psychology graduate students who are currently completing either their practicum or internship experiences. The sample consisted of practicing early career school psychologists (ECPs) and school psychology graduate students (50 ECPs, 34 graduate students). Participants completed a demographic survey and the Huber Inventory of Self-Efficacy for School Psychologists (HIS-SP). Results indicated that ECPs and graduate students experience relatively low levels of self-efficacy relative to the domains of practice. ECPs reported significantly higher self-efficacy related to counseling than graduate students, but significant differences were not found among the other domains on the HIS-SP. Groups did not differ in their reported satisfaction with supervision, and most participants who received supervision reported feeling satisfied. Future research should focus on replicating this study with a larger sample, and on exploring professional development for ECPs.

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