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Teachers' perceptions of the school psychologist as a function of teaching experience, amount of contact, and socioeconomic status of the school
Author(s) -
Kahl Laura J.,
Fine Marvin J.
Publication year - 1978
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197810)15:4<577::aid-pits2310150423>3.0.co;2-9
Subject(s) - helpfulness , socioeconomic status , psychology , school psychology , perception , variety (cybernetics) , medical education , mathematics education , developmental psychology , pedagogy , social psychology , medicine , population , environmental health , neuroscience , artificial intelligence , computer science
Teachers from eight schools responded to an extensive questionnaire designed to reveal their perceptions of the roles, functions, and helpfulness of school psychologists. Responses of teachers grouped according to degree of teaching experience, amount of contact with school psychologists, and socioeconomic status of the school were compared on three sets of variables pertaining to the psychologist's role and functions. Results indicated that teachers from upper income schools reporting high contact with the school psychologist viewed the psychologist as most helpful to a greater variety of children. Other statistical analyses revealed several interesting and relevant findings. Implications for future research are discussed.