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ADMINISTRATIVE PRESSURE TO PRACTICE UNETHICALLY AND BURNOUT WITHIN THE PROFESSION OF SCHOOL PSYCHOLOGY
Author(s) -
Boccio Dana E.,
Weisz Gaston,
Lefkowitz Rebecca
Publication year - 2016
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/pits.21931
Subject(s) - burnout , psychology , context (archaeology) , occupational stress , workforce , school psychology , job satisfaction , social psychology , applied psychology , clinical psychology , paleontology , biology , economics , economic growth
This investigation involved the surveying of school psychology practitioners ( N = 291) to determine the possible existence of a relationship between administrative pressure to practice unethically and impaired occupational health, as manifested in elevated levels of burnout, job dissatisfaction, and intent to exit the workforce. Almost one‐third of participants claimed to have been pressured to behave unethically, with directives most commonly consisting of instructions to withhold recommendations for support services and to agree with inappropriate special education placement decisions. Practitioners who experienced administrative pressure reported higher levels of burnout, less satisfaction with their current position and the profession, and a greater desire to leave their job and the field of school psychology. The findings are presented within the context of current and projected shortages of practicing school psychologists. Implications for preventing burnout and promoting school psychologists’ occupational well‐being are discussed.