Workload, Job Satisfaction and Perceptions of Role Preparation of Principal Educational Psychologists in England

Abstract

This article describes the results of a study which investigated workload, job satisfaction and perceptions of role preparation of Principal Educational Psychologists (PEPs). A questionnaire was sent to all PEPs in England. One hundred and twelve responses were received, giving a 76 percent response rate. Results indicated that PEPs have a generally positive attitude to the profession and express overall job satisfaction. PEPs managing large and/or complex services expressed greater overall job satisfaction and greater satisfaction with role clarity than PEPs managing small and/or compact services. There were indications that less experienced PEPs are more satisfied with aspects of their work than more experienced PEPs and have more positive attitudes to the profession. Less experienced PEPs also felt better prepared for certain aspects of the job. Despite the overall satisfaction, PEPs found the job stressful and were particularly dissatisfied with time constraints relating to administration. PEPs cited funding as a particular challenge to the service and reported feeling particularly ill-prepared for dealing with financial matters. Change, recruitment and retention, and ensuring and maintaining quality were also areas of concern. On the basis of the findings, implications for leadership and management development of PEPs are discussed.