TENNESSEE TEACHERS’ PERCEPTIONS OF THE ROLE OF A SCHOOL PSYCHOLOGIST

Abstract

The purpose of this study was to examine Tennessee teachers' perceptions of the role of a school psychologist. Participants included (n = 101) current and former teachers that had practiced in the state of Tennessee for a minimum of 1 year. Respondents answered a variety of questions related to their experiences working with school psychologists. Results showed that despite most of the teachers reporting limited knowledge of school psychology, they were satisfied with their school psychologists, found them to be generally helpful, and were likely to implement their recommendations. The teachers identified psycho-educational assessment as the service in that they would most likely consult a school psychologist and expressed a desire to have a school psychologist at their school more often.