How do New Zealand teachers like to be supported by psychologists? : a thesis presented to the Institute of Education at Massey University, Albany, New Zealand in partial fulfillment of the requirements for the degree of Master in Educational Psychology
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Date
2017
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Massey University
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Abstract
Educational psychology as a profession has undergone many changes over the past
few years, warranting an exploration of the current understandings of key
stakeholders’ perceptions and requirements of the profession. While there have been
numerous studies investigating the perceptions of teachers who are one of the main
stakeholders, regarding the roles of educational psychologists, there are no empirical
studies internationally, as well as locally, that have investigated how teachers want to
be supported by psychologists who work in schools. This study explored how
teachers in New Zealand would like to be supported by psychologists working in
their schools, which can include educational, developmental and clinical
psychologists, as well as their perceptions of the roles of educational psychologists in
particular. The study used a mixed method qualitative research design, combining
surveys with an instrumental case study approach. The first phase of the study,
involved 50 teachers completing a web-based survey, while the second phase
consisted of semi-structured interviews with three teachers. Key findings indicate
that teachers had limited knowledge surrounding services that psychologists
provided in schools. Overall they believed that psychologists working in schools
took an ecological approach to their work, but their role had very rarely been
explained to them. Some teachers sought the support of psychologists because they
did not feel their training had sufficiently prepared them to meet the extent of needs
in their classrooms. The support they wanted from psychologists was professional
conversations on a range of issues concerning students, as well as professional
development. Even though they identified an increased need for psychological
assistance, they were not consistent in seeking this support. The findings have some
key implications for the future practice of psychologists in New Zealand Schools.
Among others, it highlighted the importance of increasing teachers understanding of
the role of psychologists in their school, in particular, educational psychologists. The
small sample size and other limitations of the study warrant that further research
across primary, intermediate and secondary schools to better understand the nature of
support that teachers actually want from psychologists, and if there are differences
between the three sectors in the nature of support required. Findings from the study
can be useful to inform and tailor the services offered by psychologists, in particular
educational psychologists, to the needs of teachers.
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Keywords
School psychologists, Problem children, Education, Teaching, New Zealand, Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education