TENNESSEE TEACHERS’ PERCEPTIONS OF THE ROLE OF A SCHOOL PSYCHOLOGIST

dc.contributor.advisor Wallace, Monica A
dc.contributor.author Hoffeditz, Danielle
dc.contributor.committeemember Rust, James O
dc.contributor.committeemember Marshall, Seth
dc.date.accessioned 2020-04-24T22:11:14Z
dc.date.available 2020-04-24T22:11:14Z
dc.date.issued 2020
dc.date.updated 2020-04-24T22:11:14Z
dc.description.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.
dc.description.degree M.A.
dc.identifier.uri https://jewlscholar.mtsu.edu/handle/mtsu/6189
dc.language.rfc3066 en
dc.publisher Middle Tennessee State University
dc.subject Educational psychology
dc.subject School counseling
dc.thesis.degreegrantor Middle Tennessee State University
dc.thesis.degreelevel masters
dc.title TENNESSEE TEACHERS’ PERCEPTIONS OF THE ROLE OF A SCHOOL PSYCHOLOGIST
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