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<p>There is a well-documented shortage of school psychology faculty and practitioners. The roots of this faculty / trainer shortage originate with individual doctoral students choosing not to go into academia or for them to enter academia briefly and subsequently leave the professoriate. Reasons given in previous studies regarding why individuals left higher education school psychology positions indicate a perceived lack of support or low compensation from their universities. The current study attempted to examine actual data (not just perceptions) related to support and compensation. This is accomplished by gathering specific statistics regarding current school psychology faculty workloads, compensation, and supports across programs in the United States. Notable findings include: 1) no significant salary difference between universities of different Carnegie rankings; 2) a statistically significant difference between what universities say they want faculty to do with their time (e.g., more research and less service) and what faculty are actually doing (e.g., more service and less research); 3) most programs and individual faculty members receive administrative and graduate assistant support; 4) institutions expect many school psychology faculty to provide service in the summer with no compensation; and 5) the most difficult courses to teach tend to be assigned to the most junior faculty or adjuncts.</p>

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Roles, Responsibilities, and Provided Supports for School Psychology Faculty

  • 期刊论文

  • 发表日期：

    2025年1月28日

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  • S. Kathleen Krach,
  • Robert J. Dixon,
  • Bradford D. Daly,
  • Anindita Rao

摘要

There is a well-documented shortage of school psychology faculty and practitioners. The roots of this faculty / trainer shortage originate with individual doctoral students choosing not to go into academia or for them to enter academia briefly and subsequently leave the professoriate. Reasons given in previous studies regarding why individuals left higher education school psychology positions indicate a perceived lack of support or low compensation from their universities. The current study attempted to examine actual data (not just perceptions) related to support and compensation. This is accomplished by gathering specific statistics regarding current school psychology faculty workloads, compensation, and supports across programs in the United States. Notable findings include: 1) no significant salary difference between universities of different Carnegie rankings; 2) a statistically significant difference between what universities say they want faculty to do with their time (e.g., more research and less service) and what faculty are actually doing (e.g., more service and less research); 3) most programs and individual faculty members receive administrative and graduate assistant support; 4) institutions expect many school psychology faculty to provide service in the summer with no compensation; and 5) the most difficult courses to teach tend to be assigned to the most junior faculty or adjuncts.