Job Satisfaction Among Practicing School Psychologists: A National Study

Anderson, William; Hohenshil, Thomas H.; Brown, Douglas T.

doi:10.1080/02796015.1984.12085098

Cited by 43 publications

(13 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The internal consistency reliability of the 20 subscales ranges from .74 to .94 in this version (Anderson, et al, 1984). In other studies, Cronbach coefficients alpha for the overall job satisfaction index have ranged from .88 to .97 (Anderson, et al, 1984;Levinson, 1989;Brown, Hohenshil, & Brown, 1998). The coefficients a in the present study are similar, ranging from .75 for working conditions to .93 for recognition (M of .86), and .98 for the overall Minnesota Satisfaction Questionnaire.…”

Section: Questionnairesupporting

confidence: 70%

“…Only the school system's policies and practices subfactor of job satisfaction was a source of dissatisfaction for the expanded role group. School psychologists have consistently reported dissatisfaction with these (Solly, 1983;Anderson, et al, 1984;Levinson, 1989;. Their dissatisfaction may reflect their perceptions of limited ability to control, define, or diversify their roles (Levinson, 1990).…”

Section: Discussionmentioning

confidence: 99%

“…-This questionnaire measures overall job satisfaction as well as job satisfaction in 20 different aspects of work ability, utilization, achievement, activity, advancement, authority, compensation, coworkers, creativity, independence, moral values, policies and procedures, recognition, responsibility security, social service, social status, supervision-human relations, supervision-technical, variety, and working conditions. The questionnaire was used in a modified form developed by Anderson, et al (1984) which eliminated sexist language and adjusted the wording in items to be consistent with em-ployment in a school setting. The internal consistency reliability of the 20 subscales ranges from .74 to .94 in this version (Anderson, et al, 1984).…”

Section: Questionnairementioning

confidence: 99%

“…The questionnaire was used in a modified form developed by Anderson, et al (1984) which eliminated sexist language and adjusted the wording in items to be consistent with em-ployment in a school setting. The internal consistency reliability of the 20 subscales ranges from .74 to .94 in this version (Anderson, et al, 1984). In other studies, Cronbach coefficients alpha for the overall job satisfaction index have ranged from .88 to .97 (Anderson, et al, 1984;Levinson, 1989;Brown, Hohenshil, & Brown, 1998).…”

Section: Questionnairementioning

confidence: 99%

“…Although the expanded role model has been in place in some school districts for many years, few researchers have studied whether school psychologists employed in such settings have higher job satisfaction or are happier with the range of duties. Most of the previous research on job satisfaction has concerned school psychologists employed in traditional models of service delivery (Anderson, Hohenshil, & Brown, 1984;Reschly & Wilson, 1995;Brown, Hohenshil, & Brown, 1998;Worrell, Scaggs, & Brown, in press). The purpose of this study was to examine role function and job satisfaction of psychologists employed in a model of expanded role service delivery.…”

mentioning

confidence: 99%

See 4 more Smart Citations

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

et al. 2006

View full text Add to dashboard Cite

School psychologists are typically itinerant among multiple schools and often spend up to two-thirds of their time on assessment activities related to students with disabilities and special education programs. School psychologists in delivery of an expanded role service model are assigned to a single school and provide more consultation and intervention services. 97 school psychologists assigned to an expanded role in a single southeastern urban school district were surveyed on their job roles and job satisfaction. The majority were satisfied or very satisfied with their jobs, particularly with engaging in activities that were of service to others and staying involved in a variety of job activities. School psychologists wanted to spend less time in assessment, multidisciplinary team meetings, and administrative duties. The discrepancy between the desired and actual amount of time spent in multidisciplinary meetings was negatively related to job satisfaction. Psychologists wanted to spend more time in direct and indirect intervention, professional development, and networking.

show abstract

Section: Questionnairesupporting

confidence: 70%

Section: Discussionmentioning

confidence: 99%

Section: Questionnairementioning

confidence: 99%

Section: Questionnairementioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

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

et al. 2006

View full text Add to dashboard Cite

show abstract

Consultation in school psychology: Changes from 1981 to 1984

Smith

Lyon

1985

Psychol. Schs.

View full text Add to dashboard Cite

In order to assess changes in consultation activities by practicing school psychologists, questionnaires were sent to a nationwide sample of practitioners engaging in consultation on a regular basis. Responses were received from 225 school psychologists, for a return rate of 58%. These responses were compared to their previous responses in 1981-82 and revealed a significant increase in both the actual amount of time spent in consultation and the amount of time desired for consultation. School psychologist to student ratio was significantly lower, as was overall satisfaction with the profession, compared to the 1981-82 results. Sex differences were found for perceived competency in teacher consultation. The results and their implications for the field of school psychology are discussed.

show abstract