The role and function of school psychologists and changes in such since Public Law 94-142 have been the subject of research by numerous authors. However, more speculation than empirical data exists on the topic. Although speculation in the profession has suggested about equally that the role and function of the school psychologist has changed and has not changed since Public Law 94-142, studies have failed to substantiate such speculation one way or the other. The population of school psychologists in Virginia was chosen for the present study because of existing research using this population conducted by Murray in 1975, before Public Law 94-142 came into full effect. The study was designed to answer the following eight research questions: (1) What expectations do school psychologists have for attributes? (2) What is the relative degree of importance that school psychologists attach to participations in various professional activities? (3) What is the relative degree of importance that school psychologists attach to the various functions of their present position? (4) What is the relative frequency with which school psychologists perform the various functions of their present position? (5) What is the relative degree of importance that school psychologists attach to the various functions of their present position compared to the relative frequency with which they actually perform those same functions? (6) What are school psychologists' expectations for their performances of specific functions? (7) What is the influence of selected demographic variables on school psychologists' expectations for their performances of specific functions? (8) What is the degree of consensus between the results obtained in this study and those obtained in Murray’s study relative to the areas outlined above? Data were collected via mailed surveys using a personal data form, to gain demographic information, and a modified form of the questionnaire used by Murray (1975). Three hundred nineteen members of the Virginia Association of School Psychologists were mailed survey materials, and a response rate of 80.5% was obtained. Of this total, one hundred seventy-six met the requirements necessary to be included in the data analysis. Demographic information was obtained and frequency counts of modified questionnaire responses revealed information relative to school psychologists’ expectations for attributes, participations in professional activities, and performances of functions, as well as importance attached to, and frequency of performance of, various functions. One-way ANOVA procedures were used to determine the relationship between overall expectations for performances of various functions scores and demographic variables. No significant differences were found among demographic variables. Chi-square procedures were used to compare the present expectations for role and function with those of Murray (1975). Results indicated that many specific aspects of the Virginia school psychologist's expectations for role and function have changed since 1975 and new roles have emerged. Changes were seen in expectations for attributes, participation in professional activities, and performance of various functions yet these specific changes in expectations have not led to changes in importance attached to, or actual frequency of performance of, functions. Several implications were drawn from the results of the present study leading to recommendations for school psychologists and trainers, and employers of school psychologists, as well as professional school psychology organizations. The recommendations focused on training for school psychologists and topics for further research. / Ed. D. / incomplete_metadata

This study was designed to gather information in regard to job satisfaction, up-date demographic information, and to measure the difference between actual and desired amounts of time spent in different role activities by Virginia school psychologists. The results were compared to Levinson's 1983 study of Virginia school psychologists and to the results of a national study (Brown, 1992). Data were collected through mailed surveys consisting of a demographic data form and a modified version of the Minnesota Satisfaction Questionnaire. A total of 351 randomly selected subjects were mailed survey materials, and 83.97% responded. The data analysis utilized the responses from 197 school psychologists employed full-time in the public schools. The current sample of Virginia school psychologists indicated that 81.2% are either satisfied or very satisfied with their jobs, while 18.8% reported that they are dissatisfied with their job. Virginia school psychologists are satisfied as shown by 17 of the 20 scales measured by the modified Minnesota Satisfaction Questionnaire. The three areas of job dissatisfaction were advancement opportunities, school system policies and practices, and compensation. The results of regression analysis revealed three factors as predictors of job satisfaction: control over the types of activities performed, decision to remain in the position for the next five years, and the desire to spend more time in research activities. Virginia school psychologists report spending more time in assessment activities and less time in counseling, consultation, and research than they desire. The level of overall job satisfaction for the current sample compared to their 1983 counterparts and to a 1992 national sample is virtually identical. Although some variations exist, the top seven and last seven factors are the same for all three studies. There are no differences in levels of satisfaction between the current sample and those in the 1983 study. Virginia school psychologists are, however, less satisfied than their national counterparts in the following eleven areas: ability utilization, advancement, authority, policies and practices, compensation, creativity, independence, recognition, responsibility, supervision-relations, and variety. Implications drawn from this study were discussed. Recommendations were made for school psychologists, university trainers, employers, and professional organi / Ph. D.

This study examined the strengths and weaknesses of employing part-time or contract school psychologists as primary providers of school psychological services for eight rural school divisions. In addition, data were obtained which facilitated comparison of full-time rural school psychological service delivery with the services obtained through these alternative employment arrangements. Questionnaires were completed by two part-time and six contract school psychologists employed by rural school divisions in the Commonwealth of Virginia. The supervisors of these school psychologists also completed questionnaires. Both groups of respondents participated in a 40 minute personal interview with the researcher. Additionally, questionnaires were completed by 58 school principals from rural school divisions in Virginia which employed full-time, part-time, or contract school psychologists. Other data analyzed in the study were questionnaire responses from 31 rural school psychologists who had participated in Merchant's (1982) study of the professional practices of full-time school psychologists in Virginia. Results indicated that for the majority of school divisions employing part-time or contract school psychologists, the strengths of the employment were: 1) cost efficiency; 2) impartiality of the school psychologist; and 3) high quality psycho-educational assessments and recommendations. Weaknesses of the employment arrangements were: 1) high psychologist-to-student ratios; 2) lack of school psychologist time to perform non-assessment functions; and 3) lack of accessibility to the school psychologists by parents and school personnel. Contracted school psychologists were found to devote almost all of their professional time to working with handicapped children. Full and part-time school psychologists spent approximately 30% of their time with nonhandicapped students. Salaries of part-time and contracted school psychologists were higher than those of full-time practitioners. Part-time school psychologists, based on a 200 day school year, earned an equivalent of $39,000. Contract school psychologists earned an equivalent of $35,000, while the average yearly salary of full-time practitioners was approximately $18,500. Recommendations included the need for research on contracted and part-time employment of school psychologists in other settings. Additionally, it was recommended that the school psychology profession become actively involved in public awareness activities geared to improving school psychological services in rural areas. / Ed. D.

Job satisfaction has been the subject of a great deal of research by a variety of professional disciplines. However, in school psychology, more speculation than empirical data exists on the topic. Although speculation in the profession has suggested a relatively high degree of job dissatisfaction among school psychologists, a 1982 nationwide study of members of The National Association of School Psychologists failed to substantiate the claims of such speculation. The population of school psychologists in Virginia was chosen for the present study. The study was designed to answer the following four research questions: 1. What are the overall levels of job satisfaction among school psychologists in Virginia? 2. What degree of satisfaction do Virginia school psychologists express with each of 20 subfactors of job satisfaction? 3. What is the relationship between overall levels of job satisfaction and selected demographic variables? 4. How does the job satisfaction of Virginia school psychologists compare with school psychologists nationally? Data were collected via mailed surveys using a demographic data form and a modified form of the Minnesota Satisfaction Questionnaire {MSQ). Four hundred and thirty-nine school psychologists were initially mailed survey materials, and a response rate of 87.36% was obtained. Of this total, two hundred and sixty-seven met the requirements necessary to be included in data analysis. Frequency counts of modified MSQ responses revealed that 84.27% of the school psychologists indicated that they were either satisfied or very satisfied with their jobs. Subscale means and 95% confidence intervals on the modified MSQ indicated that Virginia school psychologists were satisfied with 18 of the 20 subfactors of job satisfaction measured. Only the scales of school system policies and practices, and advancement had means and confidence intervals which fell completely within the dissatisfied range. Multiple regression procedures were used to determine the relationships between overall job satisfaction scores and demographic variables. Three significant predictors of job satisfaction emerged: membership in the Virginia Association of School Psychologists (positively related), membership in the National Education Association (negative related), and contract length (negatively related). This model explained 9.25% of the total variance and overall job satisfaction scores. Analysis of variance procedures were used to compare the job satisfaction of Virginia school psychologists with that of a national sample of school psychologists. Results indicated that Virginia school psychologists were more satisfied with their job security but less satisfied with their compensation, than were their national counterparts. Results of multi-group comparisons of covariance structures available in the computer program LISREL indicated that for the demographic variables studied with the exception of age, no differences existed between Virginia school psychologists and the national sample regarding the relationship of that variable with total job satisfaction scores. Several implications were drawn from the results of the study leading to recommendations for school psychologists, trainers and employers of school psychologists, and professional school psychology organizations. The recommendations focused on development of advancement opportunities for school psychologists, methods for reducing dissatisfaction associated with school system policies and practices, and topics for additional research. / Ed. D.

Concerns over job satisfaction among school psychologists have become prominent in the literature. Reviews of research, however, reveal that few empirical studies of job satisfaction among school psychologists have been conducted. This study was designed to describe job satisfaction among members of the National Association of School Psychologists (NASP) employed by public school systems across the nation. Specific research questions addressed the levels of job satisfaction in the sample, relative satisfaction with various components of overall job satisfaction, and relationships between selected demographic variables and overall job satisfaction. A total of 450 members of NASP were selected to participate in the study and were mailed survey materials including the Minnesota Satisfaction Questionnaire. A response rate of 86.89% was attained. Results of the study indicated that most school psychologists are satisfied with their current jobs (85.71%). Participants were relatively dissatisfied with their chances for advancement and school system policies and practices. Multiple regression analysis revealed that age and psychologist to student ratios were significant predictors of overall job satisfaction scores (p 0.05). Further analysis revealed a positive relationship between age and overall job satisfaction and a negative relationship between psychologist to student ratio and overall job satisfaction. It was concluded that most school psychologists in NASP are satisfied with most aspects of their jobs. Two notable exceptions were chances for advancement and school system policies and practices. Part of this dissatisfaction is seen as a product of school psychologists' failure to establish a career ladder in the school system. It was also concluded that school psychologists, individually and as a group, should continue to advocate for lower psychologist to student ratios. / Ed. D.