Date of Award

Spring 2020

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Counseling and Human Services

Program/Concentration

Counselor Education and Supervision

Committee Director

Christopher Sink

Committee Member

Emily Goodman-Scott

Committee Member

Edward Neukrug

Committee Member

Jude T. Austin, II

Abstract

School Counselors play an important role in the success of all students. The American School Counselor Association (ASCA) and the Council for The Accreditation of Counseling And Related Educational Programs (CACREP) emphasizing the importance of school counselors in supporting the diverse needs of all students. Despite the efforts of the aforementioned association and accrediting body, the verdict is mixed regarding school counselors’ self-efficacy to counsel and support students with learning disabilities. This quantitative study aimed to develop and validate the Students with Learning Disabilities School Counselor Self-Efficacy Scale, an instrument that assesses school counselors’ belief in their ability to counsel and support students identified as having learning disabilities. The survey was administered to 320 school counselors working in public school settings throughout the United States. The results revealed a two-factor model consisting of the following dimensions: (1) appraisal and indirect student services, and (2) instruction. The results of the MANOVA indicated group differences related to (1) school counselor age, (2) previous teaching experience, and (3) building level (i.e., elementary, middle, and high school). Psychometric properties are further explored, along with school counseling implications, limitations, and areas for future research.

DOI

10.25777/kn1d-sc02

ISBN

9798641075624

ORCID

0000-0002-7875-9725

Share

COinS