Administrators' perceptions of the role of school psychologists

Abstract

The role and function of school psychology is expanding. In response, this review of literature examined the attitudes of administrators regarding the role and function of school psychologists and what they most value in the role of school psychology. Although psychoeducational assessment functions continue to be most valued by administrators, they appear to desire more indirect functions such as counseling and consultation. Overall, administrators' perceptions are generally consistent with the role and function change the field of school psychology is experiencing. Administrators' desire for more indirect functions appears to be consistent with the expansion of role and function in school psychology as well. Due to a lack of literature on administrators' perceptions, there is still need for research.