Relationship Among Response to Instruction and Intervention (RtI2) and Job Satisfaction of Tennessee School Psychologists

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Warner, Mark A.
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Middle Tennessee State University
ABSTRACT This study is a continuation of a previous master’s thesis. Wrenn (2012) found no significant difference among school psychologists’ level of job satisfaction when considering the level of involvement in Response to Intervention (RtI). Results from Wrenn (2012) revealed that 67% of Tennessee school psychologists were either Satisfied or Very Satisfied in their profession. In the fall of 2014, the Tennessee Department of Education (TNDOE) mandated the implementation of Response to Instruction and Intervention (RtI2) for all districts. The purpose of the present study was to determine if 2012 job satisfaction levels had changed since TNDOE’s 2014 mandatory implementation of RtI2 in Tennessee. Results of the present study did not reveal a statistically significant difference in job satisfaction when comparing survey results collected pre- and post-mandatory implementation of RtI2. Compared to Wrenn’s (2012) job satisfaction results of 67% being Satisfied or Very Satisfied, the present study resulted in 78.1% of Tennessee school psychologists being Satisfied or Very Satisfied in their position.