Date
7-21-2026
Department
School of Behavioral Sciences
Degree
Doctor of Philosophy in Counselor Education and Supervision (PhD)
Chair
Summer Kuba
Keywords
Counselor education and supervision, School counselor educators, Self-efficacy, Professional identity, Role ambiguity
Disciplines
Counseling
Recommended Citation
Caviness, Bryana Lynn, "The Lived Experiences of School Counselors in Counselor Education and Supervision Doctoral Programs: A Phenomenological Study of Self-Efficacy and Professional Identity" (2026). Doctoral Dissertations and Projects. 8672.
https://digitalcommons.liberty.edu/doctoral/8672
Abstract
The purpose of this phenomenological study was to explore the perceived impact of doctoral studies on self-efficacy for school counselors who have earned a Doctor of Philosophy (PhD) in Counselor Education and Supervision (CES) from CACREP-accredited programs. The theory guiding this study is Bandura’s Self-Efficacy Theory as it emphasizes the role of beliefs in one’s capabilities to manage prospective situations. This study sought to understand the lived experiences of these professionals and how their doctoral education influenced their confidence in performing the multifaceted roles of school counseling. By capturing these lived experiences, the study aimed to identify both the strengths and limitations of current CES doctoral programs in fostering school counselor self-efficacy.
