Pedagógusok és diákok iskolapszichológus iránti attitűdje és az iskolapszichológusi hálózat fejlesztésének kérdései

Abstract

Background and aims: In our study, we exploratorily assessed the challenges experienced by teachers and the perceived difficulties of students. Additionally, we examined the attitude of teachers, students enrolled in teacher training programs, and students towards activities of school psychologists. We compared their attitudes towards school psychology and school psychologists with their experiences with school psychologists. The aim of our research was, on the one hand, to determine whether the difficulties perceived by teachers and students in teacher training programs serve as an explanation for the expectations regarding the tasks of school psychologists. On the other hand, we aimed to determine whether direct experience with the school psychologist improves attitude towards them. Finally, based on our results, we identify the current contradictions between the working conditions of school psychologists and professional expectations, and we formulate proposals regarding the necessary developments for the advancement of the profession.
Methods: The research was based on a nationally representative sample of teachers (N = 1381), a convenience sample of teacher candidates (N = 316), and a stratified sample of school students based on age, school type, and settlement (N = 1444).
Results: Both teachers and students report a significant proportion of learning and behavior problems among students. For teacher candidates, the primary challenge lies in the difficulty of motivating students. Overall, attitudes toward school psychologists are positive. It is notable that approximately half of all three groups have never had a school psychologist in their school. This translates to 42.7% of teachers and only 23.6% of students having any personal relationship with a school psychologist. Attitudes toward the role of the school psychologist were less favourable among those who had no contact with one. Regarding the scope of tasks, both teachers and teacher candidates emphasize the need for a school psychologist in general, primarily to address students’ problems, but they are also open to direct cooperation with school psychologists on educational matters. However, teachers are less receptive to receiving support from school psychologists in relation to teaching. Students surveyed highlighted the importance of addressing difficulties, and reported having social support in this regard. However, they expressed a preference against school psychologists collaborating with teachers and parents concerning their issues.
Discussion: In light of the data, there is a clear need to expand the network of school psychologists, a development that would likely be welcomed by both teachers and students.