Książka PoD (Print-on-Demand) – drukowana na indywidualne zamówienie. Oferta z
wydłużonym czasem wysyłki.
Job Satisfaction and Intern Supervision among School Psychologist- A Study for School Psychologists and other Social Scientists - Angela Bloomquist
This national study proposed to measure the job satisfaction of full-time public
school psychologists and to explore the relationship with intern supervision during the
spring semester of the 2004-2005 school year. Five hundred randomly selected school
psychologists were asked to complete and return a data form and a modified version of
the Minnesota Satisfaction Questionnaire (MMSQ). The data form was designed to provide
the examiner with demographic information as well as information on estimated role
function, number of interns supervised in the past, factors that may have prevented them
from supervising interns, and open-ended questions regarding aspects of job satisfaction
and the perceived impact of supervising interns on job satisfaction. With a 63% response
rate, the job satisfaction results of the current study are generally consistent with previous
investigations. Eighty-nine percent of school psychologists who participated in this study
reported being very satisfied or satisfied with their jobs. Of the 20 facets of job satisfaction,
social service and moral values were rated the highest, indicating the greatest
influence on job satisfaction, while school system policies and procedures was the lowest
rated facet. Qualitatively, most school psychologists reported that being of service to
others is the most desirable aspect of their jobs. General satisfaction on the MMSQ was
related to the socioeconomic status of the school district, degree of control over daily
activities, experience with supervising interns, and level of job satisfaction indicated on the
data form. The latter was the only predictor of overall job satisfaction on the MMSQ. In
regard to role function, there was no statistical difference between time spent engaged in
assessment, consultation, counseling, research, clerical duties, and administrative duties
when working with or without a school psychologist intern. Finally, school psychologists
who had engaged in the supervision of interns reported significantly higher levels of job
satisfaction than school psychologists who have not supervised interns. The implications of
this study suggest that the field of school psychology is healthy and has many attractive
components. Promoting intern supervision as a form of professional development is
discussed, along with other recommendations for the profession.
This book is directed towards school psychologists and other social scientists who
are interested in examining the effects of being a mentor on their own level of job
satisfaction as well as to future researchers in related areas.
