Predictions of School Psychologists’ Perceived Self-Efficacy: The Influence of Training, Experience, and Supervision
The purpose of this study was to examine the relationships among experience, current supervision practices and perceived self-efficacy of school psychologists. The sample consisted of 175 school psychologists. Overall, participants were experienced school psychologists (M = 10 years) and the majority held a specialist degree (n = 78) or doctorate (n = 47). Participants with more experience reported higher levels of self-efficacy on four of the five Huber subscales (intervention and consultation skills, multidimensional assessment skills, counseling skills, and professional interpersonal skills) as well as higher total self-efficacy scores. Participants reported they received administrative supervision (n = 84) more than professional supervision (n = 42). Results indicated that participation in supervision, either professional or administrative, did not demonstrate higher levels of self-efficacy
"Predictions of School Psychologists’ Perceived Self-Efficacy: The Influence of Training, Experience, and Supervision"
ETD Collection for Tennessee State University.