Job Satisfaction, Burnout, and Perceived Effectiveness of "In-House" versus Traditional School Psychologists

Autor/inn/en	Proctor, Briley E.; Steadman, Tara
Titel	Job Satisfaction, Burnout, and Perceived Effectiveness of "In-House" versus Traditional School Psychologists
Quelle	In: Psychology in the Schools, 40 (2003) 2, S.237-243 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.10082
Schlagwörter	School Activities; Familiarity; School Psychology; Multivariate Analysis; Job Satisfaction; School Psychologists; Burnout; Questionnaires; Counselor Attitudes + Suchen Sie Ihr Suchwort? Schulpsychologie; Multivariate Analyse; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Fragebogen
Abstract	The present study examined whether school psychologists who serve a single school ("In-House" group) differed from school psychologists who serve several schools concurrently ("Traditional" group) in the three areas of job satisfaction, burnout, and effectiveness as perceived by the school psychologist. A total of 63 school psychology practitioners were surveyed using a 28-item questionnaire developed specifically for this study that yielded scores for Job Satisfaction, Burnout, and Perceived Effectiveness. Results of a multivariate analysis of variance (MANOVA) indicated that the In-House group reported higher rates of satisfaction and perceived effectiveness and lower rates of burnout than did the traditional group. Items that distinguished between the two groups related to job diversity, caseload, others' familiarity with the school psychologist, the school psychologists' level of integration into school activities, and administrators' knowledge about the school psychologists' capabilities. Suggestions for further research and implications for current practice are discussed. (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10