Administrators' Perceptions of School Psychologists' Roles and Satisfaction with School Psychologists

Abstract

Elementary and secondary school administrators (N = 512) were surveyed regarding their perceptions of the amount of time school psychologists spent in 15 role-functions and satisfaction with the school psychologist. Stepwise multiple-regression procedures were used to examine the extent to which administrators' perceptions of the time spent by school psychologists in various role-functions accounted for administrators' satisfaction with school psychologists. Three role-functions were significant predictors of administrators' satisfaction: percentage of time school psychologists were perceived to be spending (a) consulting with teachers and providing instructional or remedial recommendations (positively related), (b) administering and interpreting psychoeducational tests (positively related), and (c) performing strictly administrative duties (negatively related). Implications for training and role functioning of school psychologists are mentioned.