Burnout and job satisfaction within school psychologists serving traditionally and in-house within the state of Kansas
The purpose of this quantitative study was to help inform a gap in literature regarding burnout and job satisfaction in the traditional school psychological model in comparison to the in-house school psychological model. A quantitative analysis among 94 practicing school psychologists was used to compare the overall levels of burnout and job satisfaction within each group to see if one service model can help to lead to potential job retention of professionals in the field as well as entice new individuals to the profession. Even though there were no statistically significant differences in terms of job satisfaction and burnout based on the service models, the findings of this research support the importance of research into the in-house school psychological model as there has been minimal research conducted on this service model. The findings did indicate that in-house school psychologists had a desire to continue serving within this model while traditional school psychologists were also interested in this delivery type. Additionally, burnout rates for participants in terms of emotional exhaustion were ranked highly; however, job satisfaction and personal accomplishment scores were ranked highly as well. Even with components of burnout noted within each group, there was satisfaction and personal accomplishment within the profession to help address those feelings of burnout.
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