Committee Chair

Crawford, Elizabeth K.

Committee Member

Rausch, David W.; Pipes, Ashleigh C.; Breakey, Michael G.

Department

Dept. of Applied Leadership and Learning

College

College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

In this study, the researcher examined how professional, demographic, and school-level factors relate to high school counselors’ self-efficacy for promoting college knowledge across five domains. Using survey data from counselors in Georgia, the researcher evaluated the extent to which factors such as professional development frequency, membership in professional organizations, school characteristics, and counselor demographics predicted differences in self-efficacy through multivariate and univariate analyses. The results indicated that schools tracking first-generation student status had counselors who exhibited higher self-efficacy in assisting students with college applications and working with disadvantaged populations. Additionally, there were notable broad multivariate effects related to membership in professional organizations. However, the frequency of professional development did not significantly predict self-efficacy. The findings suggest that access to student information, contextual supports, and accumulated experience may influence counselor self-efficacy more than demographic factors or training frequency. Recommendations include expanding research across states, examining the development of self-efficacy over time, and studying the quality and structure of professional development and data systems. Overall, the study contributes insights into the conditions that help counselors feel prepared to guide students in the college-going process and informs efforts to strengthen college access supports.

Acknowledgments

This dissertation reflects years of dedication and the invaluable support of many individuals who have guided me throughout this journey. I am deeply grateful to all who contributed to my growth and shaped this experience. I extend my heartfelt thanks to my dissertation committee: Drs. Crawford, Rausch, Pipes, and Breakey. Your guidance, insightful feedback, and encouragement challenged me to think critically and improved my research. A special thanks to Dr. Crawford for her steadfast mentorship and help in refining this work. To Dr. Taylor, thank you for your understanding and encouragement at a time when I was still trying to find my direction. You helped me identify a topic that reflected both my passion and purpose, and your belief in my ability to follow through gave me the confidence to move forward. Your support during that pivotal moment meant more to me than you know. I am also thankful to my professors in the Learning and Leadership Doctoral Program for your dedication to education and leadership development. My classmates made this experience meaningful with their camaraderie and support. A special thank you to Walter for your regular check-ins and reminders to stay focused. Lastly, I am grateful to the high school counselors who participated in my research. Your dedication to helping students discover their potential inspires this work.

Degree

Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.

Date

5-2026

Subject

Counseling psychology; Educational counseling; Self-efficacy; Student counselors

Keyword

School counselor self-efficacy; college knowledge; college access; college counseling; college advising

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

x, 95 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/4.0/

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