Professional identity formation and self-efficacy among senior education counsellors: A narrative review

Abstract

The purpose of this narrative review was to synthesize and critique the extant literature pertaining to the conceptualization of professional identity and self-efficacy development in educational and counselling contexts. Both professional identity and self-efficacy are widely recognized as key elements for effective and ethically-oriented professional practice. Professionals working in contemporary educational and counselling settings experience increasingly complex roles, and ambiguous expectations, therefore, it is even more necessary to establish a strong sense of professional identity and confidence in one's practice. Though both concepts have been studied extensively, the literature continues to be fragmented between disciplines; and there continue to be debates about the developmental processes underlying these constructs, and the relative impact of the individual and the environment. A narrative review methodology was used to facilitate the conceptual integration and critical examination of the various sources of data. Searches of the main electronic databases (Scopus, Web of Science, ERIC, PsycINFO, and Google Scholar) along with screening of reference lists were used to identify relevant literature. Empirical studies, theoretical papers, and review articles published in English were synthesized to provide insight into both current thinking in addition to historical foundations. The review indicates that professional identity and self-efficacy are dynamic and interdependent constructs which are developed through reflective practice, experiential learning, mentoring and organizational culture. There is general consensus among researchers about the reciprocal nature of these constructs; however, there is inconsistency related to the directionality of causation, environmental influences and developmental paths. Of note, the literature lacks longitudinal research and lacks consistency in theoretical frameworks across studies. This evaluation provides a comprehensive overview of how the development of professional identity and the development of self-efficacy are interrelated as a way of promoting long-term sustainable professional growth and development. Additionally, this evaluation highlights the need for studies that use longitudinal designs and take into account context and provide interventions which are designed to enhance both professional identity and self-efficacy in educational programs and policies related to professionals.