Strengthening Collaboration Between School Psychologists and Administrators at PK-12 Schools

Date of Award

5-9-2026

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education and Human Services

Advisor/Chair

Laura Miller

Abstract

Strong collaboration between school psychologists and administrators is essential for fostering student success and whole school improvement. This qualitative multi-case study investigates the dynamics of collaboration between these professionals in PK-12 schools. Data were collected through semi-structured dyadic interviews, using literature-based questions to allow the researcher to gather perspectives from both the school psychologists and the administrators in dyads. Interviews were transcribed verbatim and analyzed using thematic analysis. Four themes emerged: 1) collaborative partnership, 2) student-centered practices, 3) role flexibility, and 4) professional growth. Results showed that strong collaboration was characterized by consistent communication, clearly aligned expectations, and a shared dedication to student-centered problem solving. Additionally, participants emphasized that adaptability in daily responsibilities and access to meaningful professional learning opportunities enhanced their collaboration and supported broader school improvement initiatives.

Keywords

Communication, Education, Personal Relationships, School Administration

Comments

OCLC No. 1591639215

Rights Statement

Copyright 2026, author.

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