Previous research has indicated that school psychologists have greater job satisfaction when they engage in more intervention and consultation activities and fewer assessment activities. The use of response to intervention (RTI) as a way to identify specific learning disabilities is a recent development in the Individuals with Disabilities Education Act that involves more intervention activities for school psychologists and provides earlier interventions for students. The way that RTI is implemented may affect job satisfaction of school psychologists. Grounded in the theory of work adjustment, this study used a causal comparative design to examine if there is a significant difference between 2 models of RTI and job satisfaction of school psychologists in a southwestern US state. Survey data were collected using the Minnesota Satisfaction Questionnaire from a convenience sample of school psychologists using a prescriptive model (leading to decisions of eligibility) of RTI (n = 26) and those using a flexible model (interventions and assessments to determine eligibility) of RTI (n = 26). ANOVA was conducted to determine if there were significant differences in school psychologists’ job satisfaction, by group (flexible RTI vs. prescriptive RTI), years of experience (less than 6 years vs. 6 years or more), age (less than 40 years vs. 40 years and older), and gender (male vs. female). Results revealed similar levels of job satisfaction for school psychologists using both flexible and prescriptive models of RTI. Findings are important because they provide information about establishing and maintaining job satisfaction of school psychologists. This study may influence social change by assisting school districts in making decisions about RTI that directly impact educational outcomes for students.
|Commitee:||Cleeton, Gilbert, Patterson, Constance, Seidman, Alan|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 71/09, Dissertation Abstracts International|
|Keywords:||Job satisfaction, Response to intervention, School psychologists, School psychology|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be