This study investigated a purposeful sample (N = 132) of prospective counselor educators' levels of counseling and teaching self-efficacy. The purpose for investigating counseling and teaching self-efficacy was to facilitate doctoral student teaching preparation for school to career transitions into the professorate. Participation in the electronic survey required approximately 15-minutes to complete a validated counseling self-efficacy scale and a new, researcher-developed teaching self-efficacy scale. The pedagogical emphasis in counselor education has been increasing ever since accreditation standards and professional ethics have placed more emphasis on the balance of counseling, teaching and supervision skills in doctoral preparation programs.;The primary push for the study was because new counselor education graduates have been unable to secure employment due to a lack of teaching experience (Magnuson, Norem, & Haberstroh, 2001; Tollerud, 1990). The findings in this study indicated differences between doctoral students' perceived abilities to teach and counsel. Doctoral students who emphasized school counseling reported strengthened levels of teaching self-efficacy, and participants who indicated they were licensed reported higher counseling self-efficacy. Students with postmaster's counseling also reported higher levels of counseling efficacy than those who directly transitioned into counseling doctoral programs. The data generated contributes to the already existing self-efficacy literature so that counseling and teaching preparation in counselor education can become enhanced.
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