Title of Manuscript
This pilot study investigated the status of job satisfaction among school psychology faculty with the hope of gaining insight in to factors that may encourage doctoral-level graduates to pursue jobs in academia. A second purpose of the study was to discover areas of improvement in job satisfaction to support current faculty members in continuing in their chosen careers. Finally, the study sought to establish the reliability of a job satisfaction instrument for use in larger-scale studies. A total of 94 school psychology faculty members in specialist-level and/or doctoral-level National Association of School Psychologists (NASP)-approved programs completed an author-designed survey. The 34-item survey was clustered into the following categories: Compensation, Role/Function, Personal Fulfillment, Colleagues, Graduate Candidates, and Administrative Support/Resources. At an item level, participants reported overall satisfaction with their jobs and satisfaction in most areas of their employment. Exploratory analyses revealed only a few significant differences in individual item satisfaction. Specifically, participants ranked as Full Professor reported significantly higher satisfaction with the tenure and research expectations than those participants who identified themselves as Assistant Professors. Additionally, participants indicated job satisfaction in four out of six categories. Cronbach’s alpha for the overall instrument was .92 with the current sample.
Tysinger, P. Dawn; Diamanduros, Terry D.; Tysinger, Jeffrey A.; and Hinman, Christine C.
"Job Satisfaction in School Psychology Graduate Preparation: A Pilot Study,"
Georgia Educational Researcher:
2, Article 2.
Available at: http://digitalcommons.georgiasouthern.edu/gerjournal/vol10/iss2/2