The purpose of this study was to investigate public school teachers' general knowledge and perceptions of school psychologists. This research examined 144 Kindergarten to 12th grade teachers' familiarity and interaction with school psychologists. Self-reported measures of school psychologists' helpfulness, performance, and general knowledge of school psychologists' duties and responsibilities were evaluated. Information pertaining to teachers' specialization, employment history, student population characteristics, and school size were also considered. It was hypothesized that years of teaching experience, teacher type (whether special or general education), and school population size would effect the ratings of school psychologists on all three subscales. A few significant correlations emerged: 1) Teachers with special education students in their classrooms rated school psychologists higher in the area of helpfulness than teachers with general education students in their classrooms, 2) Teachers with more years of experience reported higher ratings of school psychologists' helpfulness and performance. The responses provided by teachers suggest implications for administrators, teachers, and school psychologists.
","abstract_html":"<p>The purpose of this study was to investigate public school teachers' general knowledge and perceptions of school psychologists. This research examined 144 Kindergarten to 12th grade teachers' familiarity and interaction with school psychologists. Self-reported measures of school psychologists' helpfulness, performance, and general knowledge of school psychologists' duties and responsibilities were evaluated. Information pertaining to teachers' specialization, employment history, student population characteristics, and school size were also considered. It was hypothesized that years of teaching experience, teacher type (whether special or general education), and school population size would effect the ratings of school psychologists on all three subscales. A few significant correlations emerged: 1) Teachers with special education students in their classrooms rated school psychologists higher in the area of helpfulness than teachers with general education students in their classrooms, 2) Teachers with more years of experience reported higher ratings of school psychologists' helpfulness and performance. The responses provided by teachers suggest implications for administrators, teachers, and school psychologists.</p>","abstract_has_math":false,"creators":["Bisinger, Noelle"],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Dihoff, Roberta"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-05-06T07:00:00Z","date_published":"2009-05-06T07:00:00Z","updated_at":"2026-07-24T04:13:21Z","subjects":["School psychologists; Teachers--Attitudes","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/594","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta"]},{"key":"dc:creator","label":"Author","values":["Bisinger, Noelle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-15T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School psychologists; Teachers--Attitudes","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/594"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate public school teachers' general knowledge and perceptions of school psychologists. This research examined 144 Kindergarten to 12th grade teachers' familiarity and interaction with school psychologists. Self-reported measures of school psychologists' helpfulness, performance, and general knowledge of school psychologists' duties and responsibilities were evaluated. Information pertaining to teachers' specialization, employment history, student population characteristics, and school size were also considered. It was hypothesized that years of teaching experience, teacher type (whether special or general education), and school population size would effect the ratings of school psychologists on all three subscales. A few significant correlations emerged: 1) Teachers with special education students in their classrooms rated school psychologists higher in the area of helpfulness than teachers with general education students in their classrooms, 2) Teachers with more years of experience reported higher ratings of school psychologists' helpfulness and performance. The responses provided by teachers suggest implications for administrators, teachers, and school psychologists.
"]},{"key":"dc:title","label":"Title","values":["An investigation of teachers' perceptions of school psychologists"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta"],"dc:creator":["Bisinger, Noelle"],"dc:date.available":["2016-03-15T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate public school teachers' general knowledge and perceptions of school psychologists. This research examined 144 Kindergarten to 12th grade teachers' familiarity and interaction with school psychologists. Self-reported measures of school psychologists' helpfulness, performance, and general knowledge of school psychologists' duties and responsibilities were evaluated. Information pertaining to teachers' specialization, employment history, student population characteristics, and school size were also considered. It was hypothesized that years of teaching experience, teacher type (whether special or general education), and school population size would effect the ratings of school psychologists on all three subscales. A few significant correlations emerged: 1) Teachers with special education students in their classrooms rated school psychologists higher in the area of helpfulness than teachers with general education students in their classrooms, 2) Teachers with more years of experience reported higher ratings of school psychologists' helpfulness and performance. The responses provided by teachers suggest implications for administrators, teachers, and school psychologists.
"],"dc:identifier":["https://rdw.rowan.edu/etd/594"],"dc:subject":["School psychologists; Teachers--Attitudes","Educational Psychology"],"dc:title":["An investigation of teachers' perceptions of school psychologists"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Psychology"]},"updated_at":"2026-07-24T04:13:21Z"}