Using a Coaching Model To Develop Lead School Counselors’ Leadership Self-Efficacy

Abstract

The supervision role and responsibilities of lead school counselors vary widely across and within schools and school districts. One role is increasingly significant – the role of clinical supervisor. The researcher used a case study design to investigate the leadership self-efficacy of three lead school counselors working in a major suburban school district. The intent of this record of study was to examine whether and how the implementation of a leadership intervention impacted counselors' sense of self-efficacy related to their ability to lead and supervise other school counselors. The findings suggest that a lead school counselor professional development model, based on a conceptual framework that includes leadership and coaching principles, resulted in positive changes in lead school counselors’ leadership self-efficacy. Recommendations for further research include examining the model with a broader range of lead school counselors and involving school administrators in the conception and use of the clinical supervision model.