Principals’ Perceptions of School Psychologists’ Engagement in Systems Level Consultation

Abstract

ABSTRACT Systems level consultation is an important component of school change processes and a role in which school psychologists are called to serve. This article explores factors that contribute to school psychologists’ involvement in systems level consultation in their schools. Data from a survey conducted with a national sample of school principals (N = 646) are reported with a focus on principals’ perceptions and practices that contribute to the context in which school change occurs and the degree and nature to which school psychologists are engaged. Findings indicate school principals would like school psychologists involved in systems-level activities, generally perceive them to have the needed knowledge and skills, and see their own role as one that influences such engagement. Factors that predict the number of systems level consultation opportunities principals provide their school psychologists and the amount of time that principals perceive school psychologists spending in systems level consultation were investigated. Implications for practice are discussed.