Actual/Desired role functioning, perceived control over role functioning, and job satisfaction among school psychologists

Abstract

This study utilized the Minnesota Satisfaction Questionnaire and a demographic data form to investigate the relationship between job satisfaction and actual/desired role functioning and perceived control over role functioning among a population of school psychologists. Results indicated that school psychologists spend more time in assessment activities than they desire to and less time in consultation, counseling, and research than they desire to. Both discrepancy between actual and desired role functioning and perceived control over role functioning were found to be significantly associated with job satisfaction. Role function and perceived control variables combined accounted for almost half of the job satisfaction variance. Four role function variables emerged as significant predictors of job satisfaction: discrepancy between actual and desired time spent in assessment, discrepancy between zctual and desired time spent in clerical activities, actual time spent in research, and discrepancy between actual and desired time spent in research. Results are discussed in terms of their practical significance for practicing school psychologists.Job satisfaction has been a popular focus of research during the last 25 years. Research in the area has been conducted primarily in business and industrial settings and has suggested that job satisfaction is associated with self-esteem (Greenhaus, 1971;

Perceptions and Realities: The Role of School Psychologists in Melbourne, Australia

“…These results are consistent with the dissatisfaction expressed by school psychologists concerning the large proportion of time designated to these tasks and consequent reduced time available for activities (Bradley-Johnson & Dean, 2000;Bramlett et al, 2002;Curtis et al, 2002;Farrell, Jimerson, Kalambouka, & Benoit, 2005;Levinson, 1990;Nastasi, 2004;Watkins, Crosby, & Pearson, 2001). No differences were found in relation to the number of systemic practices completed, or the importance of these practices, between systems, suggesting considerable consistency across systems.…”

“…In order to assist school psychologists to provide more systemic practices and to do so at higher frequencies, more psychologists are required, particularly in the government system. A greater number of psychologists in the school systems would be predicted to facilitate not only the delivery of non-assessment based services but increased job satisfaction, with positive effects on performance, productivity, decreased absenteeism, and turnover (Levinson, 1990). Finally, an increasing number of school psychologists report that they are able to find a balance between client-centered and systemic tasks.…”

“…Although many school psychologists wish to expand their role from traditional client-centred tasks such as assessment, counselling and case management, (BradleyJohnson & Dean, 2000), to spend more time performing systemic tasks such as consultation (Levinson, 1990) and parent education (Gilman & Gabriel, 2004), there appears to be a tendency to continue using the client-centred model of service delivery (Idsoe, 2003;Stobie, 2002). This is despite frequent requests from school psychologists for service delivery reforms (Young & Cavanagh, 2009), industry recognition of the benefits of systemic practices (Hart, 2007), and findings which indicate that the implementation of the systemic model would support the goals of the profession (Idsoe, 2003;Thielking, 2006).…”

“…Based on the findings of Levinson (1990), one may have anticipated that those who undertook various activities less frequently would be less satisfied with their job. Despite those in the Catholic system reporting generally lower, although not significantly lower, involvement in assessment, counselling, programs, and consultation, it was government-based school psychologists who reported significantly lower satisfaction with a number of aspects of their role including overall satisfaction.It may therefore be that it is the frequency with which particular activities are undertaken that influences job satisfaction.…”

“…Although the relationships were small, it is proposed that levels of engagement in different tasks can influence job satisfaction in opposing ways. This relates to the evidence that demonstrates that school psychologists prefer to conduct fewer assessments and engage in more non-assessment based tasks (e.g., Bramlett et al, 2002;Hatzichristou, 2004;Levinson, 1990;Roberts, 1970;Watkins et al, 2001). The only demographic factor found to be associated with job satisfaction was the student-psychologist ratio.…”