Document Type

Article

Publication Date

2023

DOI

10.1007/s40688-023-00449-5

Publication Title

Contemporary School Psychology

Volume

28

Issue

1

Pages

56-67

Abstract

The COVID-19 pandemic threatens to exacerbate the school psychology personnel crisis. There is a dearth of knowledge regarding how the pandemic has impacted school psychology trainers and course delivery. In this national study, 92 school psychology trainers completed an online questionnaire regarding technological instructional changes, job satisfaction, and their own mental health well-being during the pandemic. Findings suggest that during the portion of the pandemic assessed most trainers reported that they: (a) switched from in-person instruction to primarily online instruction, (b) were mostly satisfied with their jobs, and (c) generally experienced a positive sense of well-being. Furthermore, a sizable portion of those that switched to a mixture of hybrid and online instruction during the pandemic endorsed that they are likely to continue to use these modalities after the pandemic subsides. Unfortunately, although school psychology trainers presented as generally resilient workforce during the pandemic, almost 20% participants screened positive for possible depression.

Rights

This is a U.S. Government work and not under copyright protection in the US, foreign copyright protection may apply 2023.

Data Availability

Article states: "Data is available upon request."

ORCID

0000-0003-0383-1646 (Hou)

Original Publication Citation

Bocanegra, J. O., Gallup, J., Hou, M., Gubi, A. A., Fan, C.-H., Yang, N.-J., & Perihan, C. (2024). COVID-19, mental health, technology use, and job satisfaction among school psychology trainers. Contemporary School Psychology, 28(1), 56-67. https://doi.org/10.1007/s40688-023-00449-5

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