Teachers' and School Psychologists' Perceptions of School Psychologists

Abstract

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.