| School psychologists perform a number of duties that directly or indirectly impact the educational and emotional well being of school children. It is important to understand job satisfaction of school psychologists because it could have a direct impact on the quality and quantity of school psychological services provided to children.;To date, eight studies have used the Modified Minnesota Job Satisfaction Scale (M-MSQ) to measure job satisfaction among school psychologists. The M-MSQ measures both overall job satisfaction, and also 20 facets of job satisfaction. These studies have taken place from 1982 to 1999. They include two national studies and six state studies (two from Virginia, two from Pennsylvania, one from West Virginia, and one from North Carolina). When totaling all subjects, N = 2116.;This study uses meta-analysis techniques to statistically analyze the data from the collection of studies of job satisfaction among school psychologists and integrate the findings. Results from this study are generally consistent across studies. Additionally, results are generally comparable between state and national studies and 1980's and 1990's studies.;Nearly 85% of the school psychologists who completed the M-MSQ indicated overall job satisfaction levels that fell in the "satisfied" or "very satisfied" levels. Regarding individual facets of job satisfaction, school psychologists appear to be most satisfied with their relationships with coworkers, the opportunity to stay busy on the job and work independently, and the opportunity to be of service to others in a way that reflects positive moral values. School psychologists are least satisfied with compensation, school policies and practices, and advancement.;Regarding relationships between demographic variables and overall job satisfaction, some studies suggest that overall job satisfaction may be related to state school psychology organization membership and the opportunity to expand and influence the role of the school psychologist.;Implications for school psychologists, school districts, and training programs were discussed. |
