A Comparison of Satisfaction Ratings of School Psychologists in RTI versus non-RTI School Districts

Persistent Link:
http://hdl.handle.net/10150/268352
Title:
A Comparison of Satisfaction Ratings of School Psychologists in RTI versus non-RTI School Districts
Author:
Bade-White, Priscilla Anna
Issue Date:
2012
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Teachers' satisfaction with school psychological services has been studied for more than 30 years. Few to no studies, however, are available that provide data about the perceptions of school psychologists regarding their perceived value within different service delivery models, particularly those involving Response to Intervention (RTI) models. The present study was designed to determine if any differences existed between the satisfaction ratings of school psychologists in RTI versus non-RTI school districts as self-reported by teachers and school psychologists. General education teachers, special education teachers, and school psychologists from RTI and non-RTI school districts across the United States were surveyed about their satisfaction with school psychological services using the School Psychology Perceptions Survey (SPPS, 2004). Responses were evaluated for significance using Kruskal-Wallis and in the event significance was found, Tukey's HSD was used to determine where the difference occurred. Both special and general education teachers reported statistically significant differences in their satisfaction ratings of school psychological services. Teachers from RTI school districts reported greater satisfaction levels with school psychological services when compared to teachers from non-RTI districts. School psychologists who worked in RTI school districts reported higher job satisfaction ratings than those who worked in non-RTI school districts. In terms of teachers' and school psychologists' satisfaction ratings of school psychological services, the results suggest that RTI school districts provide a more satisfying model of school psychological service delivery compared to non-RTI school district models.
Type:
text; Electronic Dissertation
Keywords:
RTI; school psychologists; school psychology; School Psychology; Response to Intervention; role and function
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; School Psychology
Degree Grantor:
University of Arizona
Advisor:
Morris, Richard J.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleA Comparison of Satisfaction Ratings of School Psychologists in RTI versus non-RTI School Districtsen_US
dc.creatorBade-White, Priscilla Annaen_US
dc.contributor.authorBade-White, Priscilla Annaen_US
dc.date.issued2012-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractTeachers' satisfaction with school psychological services has been studied for more than 30 years. Few to no studies, however, are available that provide data about the perceptions of school psychologists regarding their perceived value within different service delivery models, particularly those involving Response to Intervention (RTI) models. The present study was designed to determine if any differences existed between the satisfaction ratings of school psychologists in RTI versus non-RTI school districts as self-reported by teachers and school psychologists. General education teachers, special education teachers, and school psychologists from RTI and non-RTI school districts across the United States were surveyed about their satisfaction with school psychological services using the School Psychology Perceptions Survey (SPPS, 2004). Responses were evaluated for significance using Kruskal-Wallis and in the event significance was found, Tukey's HSD was used to determine where the difference occurred. Both special and general education teachers reported statistically significant differences in their satisfaction ratings of school psychological services. Teachers from RTI school districts reported greater satisfaction levels with school psychological services when compared to teachers from non-RTI districts. School psychologists who worked in RTI school districts reported higher job satisfaction ratings than those who worked in non-RTI school districts. In terms of teachers' and school psychologists' satisfaction ratings of school psychological services, the results suggest that RTI school districts provide a more satisfying model of school psychological service delivery compared to non-RTI school district models.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectRTIen_US
dc.subjectschool psychologistsen_US
dc.subjectschool psychologyen_US
dc.subjectSchool Psychologyen_US
dc.subjectResponse to Interventionen_US
dc.subjectrole and functionen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSchool Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMorris, Richard J.en_US
dc.contributor.committeememberPerfect, Michelleen_US
dc.contributor.committeememberLevine-Donnerstein, Deborahen_US
dc.contributor.committeememberMorris, Richard J.en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.