Date of Award
7-2025
Culminating Project Type
Dissertation
Styleguide
apa
Degree Name
Educational Administration and Leadership, K-12: Ed.D.
Department
Educational Administration and Higher Education
College
School of Education
First Advisor
David Lund
Second Advisor
Frances Kayona
Third Advisor
Amy Christensen
Fourth Advisor
Sheila Moriarty
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
school social workers, supervision, administrative supervision, clinical supervision, support, perceived effectiveness
Abstract
This quantitative study explores the methods of supervision, types of support, and perceived effectiveness of supervision and support received by public school social workers in Minnesota. Despite their vital role in student success and well-being, school social workers often receive limited professional supervision, typically from individuals outside the social work field, such as principals and special education coordinators. Using a non-experimental, cross-sectional survey design and purposive sampling, the study surveyed licensed Minnesota public school social workers to examine the types of supervision and support they receive and how effective they perceive those to be. While most participants reported receiving both administrative and clinical supervision, the effectiveness varied based on the supervisor’s background, with supervision from supervisors with a social work background rated as more effective. Participants highlighted inconsistent access to support in areas such as professional development, consultation opportunities, and emotional well-being. Many expressed a desire for support systems that are collaborative, ongoing, and tailored to the complexities of school social work. Perceptions of overall supervision and support effectiveness were closely tied to whether supervisors had a social work background, emphasizing the importance of discipline-specific guidance. The findings highlight the need for structured, profession-specific supervision to promote ethical practice, reduce burnout, support professional growth, and achieve better student outcomes. These insights offer practical implications for school leaders, policymakers, and social work educators.
Recommended Citation
Basnet, Nancy, "Examining the Perceived Effectiveness of Supervision for Public School Social Workers in Minnesota" (2025). Culminating Projects in Education Administration and Leadership. 134.
https://repository.stcloudstate.edu/edad_etds/134
