This national study proposed to measure the job satisfaction of full-time publicschool psychologists and to explore the relationship with intern supervision during thespring semester of the 2004-2005 school year. Five hundred randomly selected schoolpsychologists were asked to complete and return a data form and a modified version ofthe Minnesota Satisfaction Questionnaire (MMSQ). The data form was designed to providethe examiner with demographic information as well as information on estimated rolefunction, number of interns supervised in the past, factors that may have prevented themfrom supervising interns, and open-ended questions regarding aspects of job satisfactionand the perceived impact of supervising interns on job satisfaction. With a 63% responserate, the job satisfaction results of the current study are generally consistent with previousinvestigations. Eighty-nine percent of school psychologists who participated in this studyreported being very satisfied or satisfied with their jobs. Of the 20 facets of job satisfaction,social service and moral values were rated the highest, indicating the greatestinfluence on job satisfaction, while school system policies and procedures was the lowestrated facet. Qualitatively, most school psychologists reported that being of service toothers is the most desirable aspect of their jobs. General satisfaction on the MMSQ wasrelated to the socioeconomic status of the school district, degree of control over dailyactivities, experience with supervising interns, and level of job satisfaction indicated on thedata form. The latter was the only predictor of overall job satisfaction on the MMSQ. Inregard to role function, there was no statistical difference between time spent engaged inassessment, consultation, counseling, research, clerical duties, and administrative dutieswhen working with or without a school psychologist intern. Finally, school psychologistswho had engaged in the supervision of interns reported significantly higher levels of jobsatisfaction than school psychologists who have not supervised interns. The implications ofthis study suggest that the field of school psychology is healthy and has many attractivecomponents. Promoting intern supervision as a form of professional development isdiscussed, along with other recommendations for the profession.This book is directed towards school psychologists and other social scientists whoare interested in examining the effects of being a mentor on their own level of jobsatisfaction as well as to future researchers in related areas.
Job Satisfaction and Intern Supervision among School Psychologist- A Study for School Psychologists and other Social Scientists
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This national study proposed to measure the job satisfaction of full-time publicschool psychologists and to explore the relationship with intern supervision during thespring semester of the 2004-2005 school year. Five hundred randomly selected schoolpsychologists were asked to complete and return a data form and a modified version ofthe Minnesota Satisfaction Questionnaire (MMSQ). The data form was designed to providethe examiner with demographic information as well as information on estimated rolefunction, number of interns supervised in the past, factors that may have prevented themfrom supervising interns, and open-ended questions regarding aspects of job satisfactionand the perceived impact of supervising interns on job satisfaction. With a 63% responserate, the job satisfaction results of the current study are generally consistent with previousinvestigations. Eighty-nine percent of school psychologists who participated in this studyreported being very satisfied or satisfied with their jobs. Of the 20 facets of job satisfaction,social service and moral values were rated the highest, indicating the greatestinfluence on job satisfaction, while school system policies and procedures was the lowestrated facet. Qualitatively, most school psychologists reported that being of service toothers is the most desirable aspect of their jobs. General satisfaction on the MMSQ wasrelated to the socioeconomic status of the school district, degree of control over dailyactivities, experience with supervising interns, and level of job satisfaction indicated on thedata form. The latter was the only predictor of overall job satisfaction on the MMSQ. Inregard to role function, there was no statistical difference between time spent engaged inassessment, consultation, counseling, research, clerical duties, and administrative dutieswhen working with or without a school psychologist intern. Finally, school psychologistswho had engaged in the supervision of interns reported significantly higher levels of jobsatisfaction than school psychologists who have not supervised interns. The implications ofthis study suggest that the field of school psychology is healthy and has many attractivecomponents. Promoting intern supervision as a form of professional development isdiscussed, along with other recommendations for the profession.This book is directed towards school psychologists and other social scientists whoare interested in examining the effects of being a mentor on their own level of jobsatisfaction as well as to future researchers in related areas.
"A highly significant contribution on best practices in the supervision of school psychologists. Essential reading for school psychologists who are new to the role of supervisor and an important...
Within the OAE 042 School Psychologist book, you'll discover a comprehensive set of more than 250 freshly developed practice exam questions, meticulously tailored for the OAE 042 School Psychologist...
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