Job Satisfaction Among School Psychologists: A Meta-Analysis

• Published in: School psychology quarterly 2006, Vol.21 (1), p.77-90
• Main Authors: VanVoorhis, Richard W, Levinson, Edward M
• Format: Article
• Language: English
• Subjects: Data analysis; Data collection; Group Membership; Human; Human Relations; Individual Needs; Job Satisfaction; Meta Analysis; Minnesota Satisfaction Questionnaire; Opportunities; Professional Associations; Psychological Services; Questionnaires; Reliability; Resistance (Psychology); Role; School Districts; School Policy; School Psychologists; School Psychology; Social Status; Supervision; Systematic review; Teaching Methods; Vocational Adjustment; Work Environment
• ISSN: 1045-3830; 2578-4218; 1939-1560; 2578-4226
• DOI: 10.1521/scpq.2006.21.1.77

Meta-analytic techniques were used to analyze data from a collection of school psychologist job satisfaction studies that were conducted between 1982 and 1999. Eight studies, all of which used the Modified Minnesota Satisfaction Questionnaire (m-MSQ) to measure job satisfaction among school psychologists, were included in the analysis. Two national studies and six state studies totaling 2,116 participants were analyzed. Results indicated that nearly 85% of school psychologists were satisfied or very satisfied with their jobs. School psychologists were most satisfied with their relationships with coworkers, the opportunity to stay busy on the job, the opportunity to work independently, and the opportunity to be of service to others. School psychologists were least satisfied with compensation, school policies and practices, and advancement. Findings were generally consistent between state and national studies, and between 1980s and 1990s studies. Results offered some evidence that overall job satisfaction may be related to state school psychology organization membership and to the opportunity to expand and influence the role of the school psychologist.