Η συμβολή του σχολικού ψυχολόγου στην ανάπτυξη της ηγετικής προσωπικότητας του εκπαιδευτικού

Abstract

Background: The use of school psychologists is warranted in modern education, in order to overcome several problems, such as bullying. Modern education is moving towards a transformative style of leadership, whereas in the past more authoritative styles of leadership were used. The potential effect of school psychologists on teacher leadership has not been investigated by previous studies, leading to a relevant literature gap. Aim: The aim of the present study was to investigate the role of school psychologist regarding the development of teachers’ leadership. Methods: The design of the present study was qualitative. This study was carried out by the use of semi-structured interviews on a sample of 5 school psychologists and 6 teachers. Followingly, content analysis was applied in the interviews of each of these groups. The themes were compared between groups, searching for common themes and differences. Results: In the school psychologists’ group, their role is appreciated as general, multifactorial and covering a variety of needs. Among them, school psychologists believe that they contribute to the development of teachers’ leadership, which is carried out through motivation. School psychologists consider the skepticism of teachers towards them as a major obstacle. As for teachers, the also believe that such barriers exist, but they also believe that communicative barriers consist a problem in their relationship with school psychologists. Teachers believe that school psychologists enhance leadership development through knowledge transfer of specific skills. In addition, teachers believe that school psychologists can influence the overall school climate. Teachers also believe that school psychologists’ role is wider and multidiscipnary. Conclusions: Between the two groups, several differences are noted. For example, school psychologists believe that the effect of school psychologist on teacher leadership is mediated through motivation, whereas teachers believe this is carried out though knowledge and skills transference. Both groups believe that school psychologists have a strong effect on teacher leadership. Thus, educational policy makers have to enhance the role of school psychologists.