The Relationship Between Perceived Supervisory Roles, Working Alliances, and Students’ Self-Efficacy in Speech-Language Pathology Practicum Experiences

Abstract

Purpose: To examine Anderson’s Continuum Model of Supervision with respect to the field of speech-language pathology, clinical supervision, and the inter-relationships between the Model and perceived supervisory roles, working alliances, and change in students’ self-efficacy (SE). Methods: Graduate students enrolled in initial practicum (N = 117) completed pre-post semester sets of the Generalized Self-Efficacy Scale, Student Profile, Supervisor Rating Form, and Supervisor Working Alliance Inventory. Descriptive demographic information was derived from the Student Profile. Data were analyzed by utilizing a series of parametric statistics for assessing the relationships between variables. Results: Significant positive change in student reports of SE occurred between the beginning and end of the semester (effect size d = 1.547). Relationships were established between change in student SE and supervisor roles (F[5,11]= 8.13, p < 01) and between working alliances and supervisor roles (F[10,220]= 2.56, p <.01). A structural equation model revealed that student demographics had an effect (18.8%) on the relationship between change in students’ SE and independent study constructs. Conclusion: 48% of students perceived supervisors to emphasize the Consultant role of clinical supervision; these students also demonstrated greatest perceived change in SE. Although supervision roles within Anderson’s Model relate to effective training of speech-language pathology students, the order in which these roles are presented should not be assumed based on practicum level, but should instead match each student’s individual needs.