IMPACT OF REFLECTIVE SUPERVISION ON EARLY CHILDHOOD INTERVENTIONISTS’ PERCEPTIONS OF SELF‐EFFICACY, JOB SATISFACTION, AND JOB STRESS

Abstract

Despite widespread recognition of the importance of reflective practice in the field of infant mental health, little quantitative research exists regarding the impact of reflective supervision on professionals' self-efficacy, job satisfaction, and work-related stress. Thirty-three early childhood interventionists received approximately 9 months of reflective supervision and completed pre- and post-assessments of their job-related stress and self-efficacy using a modified version of the Reflective Supervision Self-Efficacy Scales for Supervisees (S. Shea, S. Goldberg, & D.J. Weatherston, 2012). At the post-assessment, participants also rated their overall experience of reflective supervision. Reported self-efficacy increased significantly from pre- to post-assessment, and participants reported a positive overall impact of reflective supervision with respect to a variety of indices, such as job satisfaction, professional development, and the ability to cope with job-related stress. These results provide necessary quantitative data demonstrating a positive impact of reflective supervision on early childhood professionals and suggest the value of reflective supervision for supporting workforce development.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 58 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.