Abstract
The role and functions of school psychologist have been a topic of much discussion. Reform efforts recommend that school psychology should involve stakeholders, including education professionals (i.e., teachers, administrators) in their advocacy efforts. However, very few recent empirical studies have investigated educators' perceptions of the discipline. In this pilot study, over 1,600 teachers and administrators from school districts in four states completed the School Psychology Perceptions Survey. Responses to questions pertaining to (a) knowledge of school psychology, (b) satisfaction with school psychological services, (c) helpfulness of school psychology services, and (d) future desired roles and functions of school psychologists were analyzed. These responses were compared to school psychologists from the same school districts. Significant between-group differences were found with respect to knowledge, satisfaction, and perceived helpfulness of school psychological services, as well as how serious a problem should be before referral. Additionally, substantial differences regarding the roles and functions that school psychologists are expected to perform existed across groups. Implications of these results are discussed.
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