Abstract
The purpose of this study was to examine how professional school counselors' recognition of their identity through supervision. Eight participants were interviewed to understand their personal experiences in depth, and the data were analyzed using a repetitive comparative analysis method. The experience of recognizing the identity of professional school counselors through supervision was derived from four categories (Feeling the need for supervision, seeking and trying to help with supervision, recognizing identity in supervision, recognizing identity in daily life after supervision), 14 subcategories, and 35 concepts were derived. The experience of recognizing the identity of professional school counselors' through supervision can be used as a basis for enhancing the supervision accessibility of professional school counselors, establishing identity and developing professionalism.
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