Measuring students' perceptions of faculty competence in professional psychology: Development of the Perceived Faculty Competence Inventory.

[Correction Notice: An erratum for this article was reported in Vol 5(2) of Training and Education in Professional Psychology (see record 2011-09655-004). There were errors in Table 1 and Table 4. In Table 1, the factor loading of “-22.00” in Column 4 should have read “-22” In Table 4, under “Variance” in the “Program level PFCI” row, “.00” is not a significant value and therefore should not have asterisks after it.] This paper documents the development of a measure designed to assess doctoral students' perceptions of the professional competence of faculty in clinical, counseling, and school psychology. Study 1 yielded 33 items via principal components analysis that accounted for over 72% of the variance in the data across 5 domains: (a) Professionalism/Ethics; (b) Clinical Supervision; (c) Research; (d) Multicultural Competence; and (e) Advising/Mentoring. A confirmatory factor analysis in Study 2 provided support for the construct validity of the 5-factor model. Multilevel modeling was also used in Study 2 to demonstrate concurrent validity as aggregated group-level scores on the Perceived Faculty Competence Inventory were shown to explain significant variation in individual-level counselor and research self-efficacy. Implications for training and research in professional psychology are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)