Bermudian educators' perceptions of the roles and functions of school psychologists

Abstract

A sequential mixed-method study was used to explore educators’ views of the services provided by school psychologists in Bermudian schools. The views of teachers (regular and special education) were compared with the views of principals. The aim of the study was to determine the extent to which the current services of school psychologists are helpful to teachers. The findings of this research provided information about aspects of the school psychologist’s role that are perceived by teachers and principals as providing the best outcomes for students, and as ensuring the accountabilty of effective services in Bermuda’s education system. Results of this study influenced decision-making and policy formation through the provision of empirically-driven feedback regarding the school psychology programme. A randomized sample of participants was selected from the regular and special education teachers and principals from the 26 public schools in Bermuda. A revised version of the School Psychology Perception Survey (SPPS), developed by Gilman and Gabriel (2004), was used to assess participants’ (1) knowledge about school psychology services, (2) satisfaction with school psychology services, (3) and helpfulness of school psychology services, as well as (4) participants’ future desired roles and functions of school psychologists. The survey also asked participants to identify the activities engaged in by the school psychologists that they viewed as most important. Responses of teachers were grouped according to their years of teaching experience, and then how often they utilized the services of the school psychologists. Following the data collection and analysis of the survey, a focus group of four Bermudian school psychologists was convened. The results of the survey was shared with this group, and the school psychologists discussed the implications of the findings and the feasibility of putting the participants’ desires into practice.