Principals’ Perceptions of School Psychologists’ Engagement in Systems Level Consultation

2021 ◽  
pp. 1-20
Author(s):  
Leah M. Nellis ◽  
Brandon J. Wood
Keyword(s):  
School Psychologists ◽  
Principals Perceptions ◽  
Perceptions Of School

Principals’ Perceptions of Transformed School Counselors

2019 ◽  
Vol 103 (2) ◽  
pp. 139-157
Author(s):  
Ashley Lawrence ◽  
Carolyn Stone
Keyword(s):  
School Counselors ◽  
School Principals ◽  
Hiring Practices ◽  
Leadership Qualities ◽  
Factors Affecting ◽  
Counselor Educator ◽  
Effective Principal ◽  
The Relationship ◽  
Principals Perceptions ◽  
Perceptions Of School

This study investigated the relationship between the Transformed School Counseling (TSC) initiative counselor educator programs, the perceptions of school principals hiring TSC-prepared school counselors, and factors affecting principal’s hiring practices. Results indicated that principal’s value TSC candidates because they: (a) have effective principal-counselor relationships that positively affect students, (b) exemplify leadership qualities, (c) align their work with the mission of the school, (d) have strong communication skills, and (e) do not require additional training.

The relationship between principals’ perceptions of school practices and student achievement in science: The implicit ethical meaning of the TIMSS

2019 ◽  
Vol 48 (4) ◽  
pp. 724-744
Author(s):  
Orly Shapira-Lishchinsky
Keyword(s):  
School Leadership ◽  
Educational Leaders ◽  
Ethical Practices ◽  
School Practices ◽  
Multiple Group ◽  
8Th Grade ◽  
Teachers And Parents ◽  
Principals Perceptions ◽  
Perceptions Of School ◽  
Timss 2015

The aim of this study was to explore principals’ perceptions of school practices that have ethical meaning through a transnational perspective based on the 8th grade TIMSS 2015 international assessment. The sample comprised 8353 principals from 8353 different schools and 280,130 students that participated in the TIMSS 2015 survey. We used principals’ ranking procedure and Mplus for exploratory and confirmatory analyses, multilevel confirmatory analysis, and multiple group comparison. The results indicated that principals’ perceptions include three main dimensions with an ethical meaning: ‘caring for students’ learning’, ‘respecting the rules amongst students and teachers’ and ‘parents’ and students’ involvement in schooling’. These dimensions broaden the meaning of existing dimensions describing ethical practices in school leadership. In addition, they were found to positively predict students’ science achievements. The novelty of this study is reflected by the results, leading to the understanding that the TIMSS principals’ questionnaire has an additional meaning, which goes beyond its original parameters. The findings may lead to a better understanding of the importance of the role of educational leaders in promoting ethical school practices. This study set out to elicit a new transnational measure, which may warrant an exploration of the similarities and differences between countries.

scholarly journals Perceptions and Realities: The Role of School Psychologists in Melbourne, Australia

2013 ◽  
Vol 30 (1) ◽  
pp. 54-73 ◽  
Author(s):  
Henry D. Bell ◽  
Vicki McKenzie
Keyword(s):  
Service Delivery ◽  
School Psychologists ◽  
Individual Case ◽  
Work Practices ◽  
Job Functions ◽  
Teachers And Parents ◽  
Perceptions Of School ◽  
Models Of Service Delivery ◽  
Common Understanding

This article investigates the degree to which a consistent understanding of what psychologists do is present in a group of teachers and parents, and compares this with the job functions reported by psychologists themselves. Research on the role of school psychologists has focused on the perceptions of school staff in relation to ideal services, and has given little acknowledgment to the expectations of other clients of school psychologists, such as parents. Common understanding of the range and focus of services available from school psychologists would facilitate effective and appropriate referrals. Services are considered according to models of service delivery from systemic service to an individual case-based model. The current study involved 138 school psychologists, 107 parents, and 100 teachers from government, Catholic, and independent schools across Melbourne, Australia. Participants completed a number of measures, and significant differences between groups were found on 20 of the 30 items relating to school psychologists’ responsibilities (p < .001). Associations were also established between student–psychologist ratios and the work practices of school psychologists, specifically the frequency with which assessment (r = .35, p < .001) and counselling (r =−.25, p < .01) tasks were undertaken. It is concluded that service delivery would benefit by enhancing community understanding of the work of school psychologists. Analysis of work practices reflects that demand for assessment services tends to limit the development of systemic and preventative practices in the work of school psychologists.

Teachers' and School Psychologists' Perceptions of School Psychologists

1985 ◽  
Vol 60 (3) ◽  
pp. 1003-1009 ◽  
Author(s):  
K. Barton ◽  
T. Garbark
Keyword(s):  
Elementary Schools ◽  
Student Teachers ◽  
School Psychologists ◽  
Master Teachers ◽  
Present Communication ◽  
Perceptions Of School

29 master teachers in elementary schools who are supervisors of student teachers and 85 school psychologists completed questionnaires concerning various perceptions of the functions and roles of school psychologists. The information provided by the respondents indicated general agreement concerning the importance of most areas of school psychologists' functioning. Disagreement between the two groups occurred in the areas of desired direct services to children, usefulness of consultation, severity of referral problems, usefulness and adequacy of communication, usefulness of information given teachers, how informed both groups were about each other, and how helpful services provided by school psychologists were to teachers and children. Teachers and school psychologists commented on several areas: improvement of present communication, what services are most valued, and what functions should receive more of the school psychologists' time.

scholarly journals Perceived Roles and Function of School Psychologists by College of Education Students

2013 ◽  
Vol 15 ◽  
pp. 49-59
Author(s):  
Akor Isaiah Akem ◽  
Victor Tavershima Ukeli
Keyword(s):  
College Students ◽  
Secondary Education ◽  
School Psychologists ◽  
Primary Education ◽  
School Psychologist ◽  
College Of Education ◽  
Education Students ◽  
And Function ◽  
Perceptions Of School

The purpose of this study was to examine College of Education students’ perceptions of school psychologist’s roles and functions. Participants were 200 (164) students in College of Education, Katsina-Ala. A questionnaire was employed to collect the data. It was found that college students majoring in secondary education rated all roles/functions as significantly more important than those majoring in primary education (p < .05). Students majoring in secondary education and those majoring in primary education differed significantly in their expectation on who they thought should serve the various roles and functions of a school psychologist if a school psychologist is not available. NCE 2 rated all of the roles/functions significantly higher than did NCE 1 (p < .05). However, NCE 1 and NCE 2 did not differ significantly (p > .01) on who they thought should perform the various roles and functions of an unavailable school psychologist. Implications of the findings were also presented in this article.

Principals’ perceptions of school identity: logo, vision and practice

2019 ◽  
Vol 33 (6) ◽  
pp. 1170-1184
Author(s):  
Geva Iftach ◽  
Orly Shapira-Lishchinsky
Keyword(s):  
School Choice ◽  
National Policy ◽  
School Principal ◽  
Content Type ◽  
Vision Statements ◽  
Identity Based ◽  
Principals Perceptions ◽  
Perceptions Of School ◽  
Depth Interviews ◽  
Practical Implications

Purpose The purpose of this paper is to explore the meaning of the concept “school identity” as reflected in principals’ perceptions of their school logo, vision and practice. Design/methodology/approach In-depth interviews were conducted with 24 principals from Israeli elementary, junior high and high schools. The content analysis of principals’ interviews, including open, axial and selective coding and confirmatory qualitative analysis was used to examine the principals’ perceptions regarding the school’s logo, vision and practice. Findings The principals’ perceptions of the logo, vision and practice comprised five main features: academic, traditional, national, organizational and social-ethical. Different types of relationships were found between these features: correspondence by appearance, correspondence by non-appearance and incongruence. Research limitations/implications The study suggests a new theoretical model for generating the concept of school identity. The study demonstrates that incongruent findings may be viewed as complementary rather than conflicting when establishing a school’s identity. Practical implications The findings can promote an understanding of the function of school logos and vision statements in school practice, and help develop and maintain school identity. All these may affect the surroundings that come in contact with the school principal, such as parental decision on school choice and governmental activities. Originality/value To date, no study has investigated the meaning of school identity based on the principals’ perceptions regarding the school logo, vision and practice. The findings can facilitate the development of an ecological approach, which can help in understanding the meaning of school identity and its effect on students, staff, parents, wider community and national policy.

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