Facilitators of Job Satisfaction in Experienced School Psychologists

Date of Award

8-1-2024

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education and Human Services

Advisor/Chair

Susan Davies

Abstract

School psychology continues to experience professional shortages in the face of increased need. Burnout and other sources of job turnover have been researched; however, there are limited studies on the specific factors influencing retention. The present study investigated sources of job satisfaction among experienced school psychologists. Seven school psychologists with at least 10 years of experience in the state of Ohio were interviewed regarding their reasons for remaining in their roles. Interview transcripts were subjected to thematic analysis to identify themes across participant experiences. Results indicated both intrinsic and extrinsic sources of job satisfaction in the field of school psychology. Common themes across participants included the value of meaningful work, professional autonomy, supportive work environments, and positive staff relationships. This study provides insight regarding drivers of motivation for school psychologists to remain in the field long-term, which contains implications for improving the current shortage of these professionals in the state of Ohio. Educational agencies seeking to retain professionals should foster supportive environments, clear roles, professional development, and work-life balance.

Keywords

psychology; school psychology; job satisfaction; experienced school psychologists; burnout; retention; Ohio; professional autonomy; work environment; staff relationships; improving shortages; supportive administration; work-life balance; professional development; psychologist; thematic analysis; qualitative; professional motivation

Rights Statement

Copyright © 2024, author.

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