Actual/Desired role functioning,perceived control over role functioning,and job satisfaction among school psychologists

This study utilized the Minnesota Satisfaction Questionnaire and a demographic data form to investigate the relationship between job satisfaction and actual/desired role functioning and perceived control over role functioning among a population of school psychologists. Results indicated that school psychologists spend more time in assessment activities than they desire to and less time in consultation, counseling, and research than they desire to. Both discrepancy between actual and desired role functioning and perceived control over role functioning were found to be significantly associated with job satisfaction. Role function and perceived control variables combined accounted for almost half of the job satisfaction variance. Four role function variables emerged as significant predictors of job satisfaction: discrepancy between actual and desired time spent in assessment, discrepancy between actual and desired time spent in clerical activities, actual time spent in research, and discrepancy between actual and desired time spent in research. Results are discussed in terms of their practical significance for practicing school psychologists.