Date of Award
Doctor of Education (Ded)
Educational and School Psychology
Mark R. McGowan, Ph.D.
Lyanne Black, Ph.D.
Courtney L. McLaughlin, Ph.D.
Joseph F. Kovaleski, D.Ed.
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.
Kaas, Felicia M., "An Examination of the Relationship Between Supervision and Self-Efficacy in Early Career School Psychologists, School Psychology Interns, and Practicum Students" (2017). Theses and Dissertations (All). 1502.