Record Details
Assessing the impact that professional development training has on the self-efficacy of school counselors, including rural school counselors
ScholarsArchive at Oregon State University
| Field | Value |
|---|---|
| Title | Assessing the impact that professional development training has on the self-efficacy of school counselors, including rural school counselors |
| Names |
Millmore, Patrick J.
(creator) Eakin, Gene A. (advisor) |
| Date Issued | 2014-08-27 (iso8601) |
| Note | Graduation date: 2015 |
| Abstract | Boyd and Walter (1975) identified the need to provide supervision for school counselors almost forty years ago. Michelle Obama, the First Lady of the United States (2014), in her address at the American School Counselor Association Conference stated that school counselors needed to be provided with professional development opportunities designed specifically for their needs. Though the need for supervision and professional training has been identified, there has been little recent research done addressing the unique professional development needs of school counselors in rural America. There is also a paucity of research that assesses the impact of state-sponsored school counseling professional development training. The first article summarizes the research on school counselors in rural America and indicates the need to provide them with professional development opportunities and/or supervision to meet the higher demands placed on them and the lower availability of resources to meet those demands. The second article examines the impact of state-sponsored professional development training on school counselors' self-efficacy, including school counselors working in rural school settings. Albert Bandura's self-efficacy theory (1986) and research indicating the impact self-efficacy has on a number of indicators of counselor well-being and then their provision of counseling services served as the theoretical base for this research. The assessment instrument utilized in the study was based on Bandura’s self-efficacy theory. Outcomes indicated that state-sponsored professional development training may have similar efficacy with rural school counselors as with those from more urban and suburban settings and when provided via web-based as well as through site-based delivery. Caution should be used when interpreting these results due to the validity threats in a non-equivalent posttest design and with small sample sizes. Additional research is recommended. |
| Genre | Thesis/Dissertation |
| Access Condition | http://creativecommons.org/licenses/by-nd/3.0/us/ |
| Topic | Professional school counselor |
| Identifier | http://hdl.handle.net/1957/52420 |
