Differences in Desired Role Functioning and Job Satisfaction between Doctoral and Nondoctoral School Psychologists

Abstract

This study investigated differences between Pennsylvania doctoral and nondoctoral school psychologists ( N = 362) relative to the time desired to be spent in different roles, involvement in vocational activities, and in satisfaction with different aspects of their jobs. Adjusting for the increased error rate associated with making multiple comparisons, no statistically significant differences emerged but differences which fell just short of significance were for desired time in research, involvement in vocational assessment, and satisfaction with pay.

Role Function and Job Satisfaction of School Psychologists Practicing in an Expanded Role Model

“…Much of their role functions are dictated by the workplace setting, and school psychologists typically spend up to two-thirds of their time on activities related to students with disabilities and special education programs (Reschly & Connolly, 1990;Brown, Swigart, Bolen, Hall, & Webster, 1998;DeSimone, 1998). Research on school psychologists' preferred versus actual role and function indicates they would prefer to spend less time in assessment and spend more time in other facets of the job, particularly, consultation with school personnel (Benson & Hughes, 1985;Roberts & Rust, 1994;Levinson, 1997;Brown, Swigart, Bolen, Hall, & Webster, 1998).…”