Date Approved

5-6-2009

Embargo Period

3-15-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Dihoff, Roberta

Subject(s)

School psychologists; Teachers--Attitudes

Disciplines

Educational Psychology

Abstract

The purpose of this study was to investigate public school teachers' general knowledge and perceptions of school psychologists. This research examined 144 Kindergarten to 12th grade teachers' familiarity and interaction with school psychologists. Self-reported measures of school psychologists' helpfulness, performance, and general knowledge of school psychologists' duties and responsibilities were evaluated. Information pertaining to teachers' specialization, employment history, student population characteristics, and school size were also considered. It was hypothesized that years of teaching experience, teacher type (whether special or general education), and school population size would effect the ratings of school psychologists on all three subscales. A few significant correlations emerged: 1) Teachers with special education students in their classrooms rated school psychologists higher in the area of helpfulness than teachers with general education students in their classrooms, 2) Teachers with more years of experience reported higher ratings of school psychologists' helpfulness and performance. The responses provided by teachers suggest implications for administrators, teachers, and school psychologists.

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