Administrator Perceptions of Actual and Desired Time Spent by School Psychologists in Different Roles and Satisfaction with School Psychologists

Abstract

A total of 512 elementary and secondary administrators in Ohio were surveyed regarding their perceptions of the time spent by school psychologists in 15 role functions, the percentage of time they desired school psychologists to spend in these 15 roles, and their satisfaction with their school psychologist. Results indicated that administrators desired school psychologists to spend less time in assessment and administrative activities than they were perceived to be spending in these areas, and desired school psychologists to spend more time than they were perceived to be spending in all other roles surveyed. Six variables were found to be significant predictors of administrator satisfaction: discrepancy between actual and desired time spent administering and interpreting psychoeducational tests (negatively related), discrepancy between actual and desired time spent providing services to prevent student problems (negatively related), percentage of time spent working with parents and families (positively related), discrepancy between actual and desired time spent performing administrative duties (negatively related), discrepancy between actual and desired time spent conducting inservice activities (positively related), and discrepancy between actual and desired time spent counseling for career/vocational issues (negatively related). Results are discussed in terms of their implication for role expansion in school psychology.