Allies or Antagonists: Alberta Elementary Teachers’ Current Perceptions of School Psychologists

Using a mixed-methods design, the present study investigates Alberta elementary teachers’ perceptions of school psychologists, specifically examining their knowledge about school psychologists and school psychological services, teachers’ experience and use of these services, and their satisfaction and recommendations for improving school psychological services. A sample of 90 elementary teachers across 13 school boards in Alberta participated in this study. Results indicated teachers reported having little to some knowledge about school psychologists but have a narrow view of these services. There was little consistency on when to contact a school psychologist, but teachers typically contact school psychologists for specific services, rather than based on level of student severity. Overall, teachers were satisfied with the services provided by school psychologists but had several recommendations for improvements to how school psychologists can better support teachers and improvements to school psychological services in general.

Name thesis:degree_name

Master of Science (MSc)

Discipline thesis:degree_discipline

Educational Psychology

Grantor dc:publisher.institution

Graduate Studies

Year dc:date.issued

2016

Author dc:creator

• Craig, Heather L

Advisor dc:contributor.advisor

• Wilcox, Gabrielle

Committee members dc:contributor.committeemember

• Drefs, Michelle
• Brandon, Jim

• Educational Psychology

Statement dc:rights

• University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.

Language dc:language.iso

eng

DOI

http://dx.doi.org/10.11575/PRISM/24771

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:11023/3217