Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D)
Department
Counseling
Date of Award
Spring 5-1-2026
Abstract
The development of professional identity among professional school counselors (PSCs) happens within systems that shape how they interpret, negotiate, and enact their professional roles. Despite the emphasis on comprehensive school counseling programs and clearly defined counselor roles within state and national models, many PSCs continue to navigate competing expectations between the systems in which they work and their internal professional identity. The purpose of this qualitative study was to understand the views of PSCs regarding the development of their professional identity and the factors that influence that process, with specificity regarding an appropriately aligned evaluation instrument, the TEMPSC-III (Texas Counseling Association [TCA], 2019). Guided by a constructivist epistemological perspective, semi-structured interviews were conducted to explore participants’ perceptions of their professional roles and the. Utilizing a deductive thematic analysis based on the work of Brott and Myers (1999), findings highlight the interaction between systems and personal meaning-making processes in shaping professional identity and suggest the importance of supportive leadership and clear role expectations within schools.
Advisor
Zaidy MohdZain
Subject Categories
Counseling | Psychology | Social and Behavioral Sciences
Recommended Citation
Evans, Cheryl Kathleen, "Evaluating Professional Identity Development in School Counselors: The Role of the Texas Evaluation Model for Professional School Counselors, Third Edition" (2026). Electronic Theses & Dissertations. 1354.
https://lair.etamu.edu/etd/1354
