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Retention and job satisfaction of school psychologists.

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Title: Retention and job satisfaction of school psychologists.
Authors: Young, Ellie L. (AUTHOR), Moulton, Sara E. (AUTHOR), Julian, Alexander (AUTHOR), Smith, Alivia (AUTHOR), Butler, Rachel (AUTHOR)
Source: Psychology in the Schools. Mar2021, Vol. 58 Issue 3, p585-600. 16p. 3 Charts.
Subjects: School psychologists, Job satisfaction, School administrators, Teams in the workplace, Problem solving
Abstract: Retention of current school psychologists is a vital strategy for addressing shortages in the field. Understanding what contributes to why school psychologists stay in the field has the potential to influence leaders and administrators to ensure that they are targeting what matters most to school psychologists. Survey results from 134 school psychologists indicated that they stay in the field because they enjoy working with children and believe their work makes a difference. These generally satisfied school psychologists also shared that they work with teams that facilitate effective and creative problem solving and were acknowledged for their contributions. For the few school psychologists who expressed dissatisfaction, their responses communicated a lack of professional self‐efficacy: their opinions were not valued, they did not believe they were effective in their roles, administrators did not value their contributions, and they did not believe they could make a difference for students. Implications for practice highlight the need for district and building administrators to ensure that school psychologists have manageable caseloads that allow them to work directly with children and to be a part of teams that solve problems. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Mar2021, Vol. 58 Issue 3, p585-600. 16p. 3 Charts.
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  Data: <searchLink fieldCode="DE" term="%22School+psychologists%22">School psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Job+satisfaction%22">Job satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Teams+in+the+workplace%22">Teams in the workplace</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink>
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  Data: Retention of current school psychologists is a vital strategy for addressing shortages in the field. Understanding what contributes to why school psychologists stay in the field has the potential to influence leaders and administrators to ensure that they are targeting what matters most to school psychologists. Survey results from 134 school psychologists indicated that they stay in the field because they enjoy working with children and believe their work makes a difference. These generally satisfied school psychologists also shared that they work with teams that facilitate effective and creative problem solving and were acknowledged for their contributions. For the few school psychologists who expressed dissatisfaction, their responses communicated a lack of professional self‐efficacy: their opinions were not valued, they did not believe they were effective in their roles, administrators did not value their contributions, and they did not believe they could make a difference for students. Implications for practice highlight the need for district and building administrators to ensure that school psychologists have manageable caseloads that allow them to work directly with children and to be a part of teams that solve problems. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.22465
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      – Code: eng
        Text: English
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      – SubjectFull: School psychologists
        Type: general
      – SubjectFull: Job satisfaction
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      – SubjectFull: School administrators
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      – SubjectFull: Teams in the workplace
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              M: 03
              Text: Mar2021
              Type: published
              Y: 2021
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