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Consistency of administrators' and psychologists' actual and ideal perceptions of school psychologists' activities
Author(s) -
Hughes Jan N.
Publication year - 1979
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(197904)16:2<234::aid-pits2310160213>3.0.co;2-#
Subject(s) - psychology , school psychology , consistency (knowledge bases) , ideal (ethics) , perception , applied psychology , social psychology , philosophy , geometry , mathematics , epistemology , neuroscience
Questionnaires asking for actual and ideal perceptions of the role of the school psychologist were completed by 80 school psychologists, 37 directors of pupil personnel services, and 29 superintendents in Virginia public schools. Administrators and school psychologists are in substantial agreement regarding the amount of time the psychologist actually devotes to different job activities. Approximately 75% of the psychologist's time is spent in Meyers' Level I activities (Meyers, 1973). All groups desire a reduction in the time spent in assessment, but they differ as to what intervention levels should be increased. Psychologists see the saved time most appropriately spent in interventions at the system level. Discrepancy between actual and desired roles is discussed in terms of the impact of P.L. 94–142. The consistency of psychologists' actual and ideal perceptions correlated significantly and negatively with their job satisfaction. This relationship is discussed in terms of role conflict, and a comparison is made of actual roles with the emphasis in two professional journals.