ERIC ED364821: Commitment to the Profession of School Psychology: An Exploratory Study.

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Kruger, Louis J.; And Others

Commitment to the Profession of School Psychology: An
Exploratory Study.
Apr 93

14p.; Paper presented at the Annual Meeting of the
National Association of School Psychologists (25th,
Washington, DC, April 13-17, 1993). Study supported
by the Massachusetts School Psychologists
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DESCRIPTORS *Burnout ; Elementary Secondary Education;

^Psychology; ^School Psychologists

ABSTRACT

This study focused on professional commitment to
school psychology among practicing school psychologists. Burnout,
school system reductions, and demographic characteristics were
examined with respect to school psychologists' commitment to their
profession. The results revealed that burnout had a significant
relationship to professional commitment among the 181 school
psychologists who participated in the survey. More specifically, the
school psychologists who had a lower sense of personal accomplishment
at work tended to be less committed to the profession. Surprisingly,
professional commitment had only a modest relationship to reductions
in school system resources and a statistically nonsignificant
relationship to reductions in school psychology staff. Women were
significantly more committed to school psychology than were men in
the sample. The highest degree attained was unrelated to professional
commitment. The findings of this study have implications for
recruitment, training, and retention of school psychologists as well
as for future research in the area. Instruction in strategies that
enhance a sense of work-related personal accomplishment might help
strengthen an individual's identification with school psychology and
increase his/her motivation to advance the profession. The lower
professional commitment of men coupled with their minority status in
the profession suggest that it might be important to direct efforts
toward recruiting men into school psychology and making the
profession more attractive to them as a long-term career.
(Author/NB)

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Commitment to the Profession of School Psychology:
An Exploratory Study

Louis J. Kruger

Department of G)unseling Psychology. Northeastern University

Caroline Wandle
Department of Education, Tufts University

Regina Watts

Brookline Public Schools (MA) & Wellesley Public Schools (MA)

Running Head: Professional Commitment

This study was supported by the Massachusetts School Psychologists Association.

Thanks are extended to Michelle McMahon and Rebecca Steinborn for their assistance in the
research project.

Correspondence concerning this manuscript should be addressed to Louis J. Kruger. Department
of Counseling Psychology, Rehabilitation. & Special Education. 203 Lake Hall, Northeastern
CO University. Boston, MA 021 15.

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Professional Commitment
2

Abstract

Burnout, school system reductions, and demographic characteristics were examined with
respect to school psychologists' commitment to their profession. Burnout had a significant
relationship to professional commitment among the 181 school psychologists who participated in
the survey. More specifically, the school psychologists who had a lower sense of personal
accomplishment at work tended to be less committed to the profession. Surprisingly, professional
commitment had only a modest relationship to reductions in school system resources and a
statistically nonsignificant relationship to reductions in school psychology staff. Women were
significantly more committed to school psychology than men. Highest degree attained was
unrelated to professional commitment. The implications of the results for recruitment, training, and
retention of school psychologists, as well as for future research arc discussed.

Professional Commitment

Professional commitment is a potentially important factor in the continued success of
professions and associations that represent and support professions, such as the National
Association of School Psychologists (NASP). Despite the significance of professional
commitment, little attention has been given to the topic until recently. Morrow & Wirth (1989)
attributed current interest to the increasing number of professionals in the workforce and public
perception that American workers are no longer highly committed to doing a good job.
Professional commitment has been defined as: (a) belief in the significance of the aims and values
of the profession, (b) a willingness to work toward advancing the profession, and (c) a desire to
maintain membership in the profession (Aranya, Pollock, & Amcrnic, 1981). Morrow (1983) has
theorized that professional commitment is one of five types of work commitment. The four other
types of work commitment are: (a) work ethic, (b) career salience, (c) organizational commitment,
and (d) commitment to organized labor (e.g.. unions). The broad rubric of work commitment has
been viewed as an important component of an individual's identity, competing with other sources
of identity, such as the family (Loscocco, 1989). Most of the research on work commitment has
focused on organizational commitment and suggests that a lack of commitment is related to several
organizational problems, including absenteeism (Shore & Martin, 1989).

Our investigation focused on professional commitment to school psychology among
practicing school psychologists. Professional commitment to school psychology is intriguing for
three reasons. First, we could locate no research on possible antecedents to professional
commitment with respect to any speciality area jf psychology. Second, long-term shortages of
school psychologists have been predicted for the United States (Connolly & Reschly, 1990). In
addition, these shortages may be exacerbated by school psychologists choosing alternative careers
(Knoff, 1990). Third, school psychologists, like other workers, have been confronted with the
threat job loss during one of the longest recessions in United States history. In Massachusetts, for
example, over 30% of the school systems surveyed either eliminated or reduced the hours of
school psychology positions between September 1990 and November 1991 (Kruger, Wandle, &
Watts, 1992). Given the prospects of long-term shortages coupled with short-term threats to job
security, the wellbeing of school psychology may be particularly dependent on the professional
commitment of its practitioners.

The purpose of our study was to examine the relationship between professional

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Professional Commitment
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commitment to school psychology and three types of variables: burnout, organizational reductions,
and the demographic characteristics of school psychologists. Burno Jt has been defined as a
reaction to chronic problems in coping with stress (Cherniss. 1980). Maslach and Jackson (1986)
have posited that burnout is a three dimensional construct comprised of (a) lack of personal
accomplishment with respect to work, (b) feelings of emotional exhaustion, and (c) feelings of
depersonalization (e.g., treating students in an impersonal manner).Though previous research
(e.g., Huberty & Huebner, 1988; Huebner, 1992; Pierson-Hubeny & Archambault. 1987) has
explored the correlates of burnout among school psychologists, the relationship between burnout
and professional commitment has not been explicitly investigated. Research has linked high levels
of burnout among school psychologists with several adverse factors, such as job dissatisfaction
(Huebner. 1992) and role stress (Pierson-Hubeny & Archambault. 1987). Huebner (1992) came
the closest of any cf these investigators to explore the relationship between burnout and
professions commitment. He examined one indicator of professional commitment, desire to leave
the profession, finding that a strong desire to leave the profession was related to two of the burnout
dimensions, emotional exhaustion and depersonalization. However, the issue of whether these
burnout dimensions would be related to the larger construct of professional commitment remains
unclear. We hypothesized, based on Huebner's (1992) results, that high levels of burnout would
be related to low levels of professional commitment.

The second type of variable investigated with respect to professional commitment was
organizational reductions. Though research has indicated that organizational factors sueh as an
employee's role in decision making is related to organizational commitment (Mathiew & HameL
1988), we could find no published research linking organizational reductions with professional
commitment. The importance of understanding the correlates of organizational reductions has been
underscored by the recent recession. However, it should be an ongoing concern of practitioners
and researchers given that organizations often expand or contract in size because of changes in an
organization's external environment, such as demography or the overall health of the economy. We
^predicted that school system reductions in resources (e.g.. secretarial support) and in school
psychology staff would be related to lower professional commitment among school psychologists.

Loscocco (1989) has asserted that work commitment might be more completely understood
if nonwork variables were studied in addition to work variables. Consistent with this assertion, we

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Professional Commitment
5

examined two nonwork setting, demographic variables: gender and highest academic degree
attained. The presence of differences in professional commitment relative to gender or highest
academic degree attained might have important implications for the recruitment and training of
school psychologists, as well as for the associations (APA & National Association of School
Psychologists[NASP]) that represent the profession. We made no specific predictions for cither of
these nonwork variables. Research on organizational commitment has revealed no gender
differences in commitment (e.g., Bruning & Snyder. 1983). Based on this research alone, it might
be hypothesized that there would be no gender differences with respect professional commitment.
However, organizational commitment is conceptually and empirically distinct from professional
commitment (Morrow & Wirth, 1989). Thus, findings based upon organizational commitment
might not be generalizable to professional commitment. In regard to the relationship between
highest academic degree attained and professional commitment, arguments can be advanced lor
two possibilities. First, school psychologists with doctoral degrees might feel more committed to
the profession than those with sixth year specialist degrees or master degrees. In most cases,
school psychologists with doctoral degrees have invested more money and years studying to
become a school psychologist than those with less advanced degrees. Therefore, it may be highly
dissonant for doctoral level school psychologists to think that ail the time, money, and effort spent
was not for a worthy cause. Also, doctoral level school psychologists have the support of the
APA which recognizes the doctorate as the minimum entry level degree for independent practice as
a school psychologist. In contrast, it is possible that school psychologists with the sixth year
specialist degree might be more highly committed to school psychology because the largest
organization exclusively representing school psychologists. NASR has recognized the sixth year
specialist as the minimum entry level degree for independent practice as a school psychologist.

Method

Questionnaires were mailed to 443 school psychologists who were listed in the
Massachusetts School Psychologists Association database as school-based practitioners. Four
weeks after the mailing, postcard reminders were sent to all potential respondents. Participants
were requested to complete the questionnaire if they had worked for a school system at anytime
during the prior 1 1/2 years. Of the 205 questionnaires (46.3^7,) that were returned, 181 were
usable for data analyses. Twenty-four questionnaires were discarded for one of two reasons: (a)

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Professional Commitment
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the potential respondent was not a practicing school psychologist, or (b) noi all questions were
answered. The mean age of 181 participants was 46.6 years (SD = 9.2). The mean number of
years experience as a school psychologist was 12 (SD = 6.4). Seventy-two percent of the
participants were women. In regard to highest attained degree. 30% had a master's degree. 50%
had attained a sixth year specialist degree, and 20% held a doctoral degree.

Professional commitment was measured with a ten item Likcrt-type scale derived from the
research of Morrow & Wirth (1989). These researchers found that the scale significantly correlated
with self-reported behaviors reflecting professional commitment ^ . \, belonging to professional

associations). In addition, they found the internal reliability of the scale to be satisfactory , cx =

.89. For our study, the scale was changed in two ways. The adapted scale had anchor points on a

seven-point scale ranging from very strongly disagree (1) to very strongly agree (7). The previous
version ranged from strongly disagree (1) to strongly agree (7). In addition, we substituted
"school psychology" for the generic term "profession/' The adapted scale had an internal reliability

of a = .87.

Burnout was measured with the second edition of the Maslach Burnout Inventory (MBI)
(Maslach & Jackson, 1986). The MBI is comprised of three scales reflecting a three dimensional
conceptualization of burnout: Depersonalization (5 items). Personal Accomplishment (8 items), and
Emotional Exhaustion (9 items). Each of the 22 items is rated relative to frequency of occurrence
from 0 (never) to 6 (every day). Higher scores on Depersonalization and Emotional Exhaustion
scales, and lower scores on the Personal Accomplishment scale are reflective of greater burnout.
Extensive research on the three scales suggested that they have adequate validity and reliability
(see. e.g., Lee & Ashforth, 1990; Maslach & Jackson, 1986). Participants also were queried on
possible reductions that might have occurred in their school systems during the previous 1 1/2
years. In particular, they were asked to indicate the following: (a) reductions in school psychology
staff in their school systems; and (b) the types of resources reduced.

Results

The mean level of commitment to school psychology was 5.43 (S.D. = .82) (I = lowest
possible score, 7 = highest possible score). This level of professional commitment was similar to
results obtained by Morrow and Wirth (1989) (M = 5.67.S.D. = .82) for a group of professionals

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Professional Commitment
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working at a major university. However, a direct comparison between the studies" results was
compromised by our change of the labels on the extreme anchor points on the Likert-tvpe scale.
Mean scores on the Maslach Burnout Inventory were 40.45 (S.D. = 5.90) for Personal
Accomplishment, 3.81 (S.D. = 3.99) for Depersonalization, and 22.22 (S.D. = 10.92) for
Emotional Exhaustion. Overall, the Depersonalization and Emotional Exhaustion scores were
slightly lower and the Personal Accomplishment scores were slightly higher than scores reported
from national samples of school psychologists (Huebner, 1992: Huberty & Huebner, 1988). Forty
percent of the participants indicated that their school systems had either reduced the hours of school
psychologists or eliminated school psychologist positions. In addition, 76^ of the participants
indicated that they had experienced at least one reduction in resources. The most frequently cited
reduction (60%) pertained to supplies.

Simultaneous multiple regression analyses were used to examine the relationships between
(a) burnout and commitment to school psychology, and (b) school system reductions and
commitment to school psychology. In both analyses, commitment was used a dependent variable.
In the first regression analysis, the three burnout variables, as a group, were significantly related to
commitment, adjusted R 2 = .25, F(3, 177) = 20.6, p < .0001. An investigation of the semipartial
correlation coefficients of three burnout variables relative to professional commitment revealed that
Personal Accomplishment, sr- = .13, T (3,177) = 5.49, p < .0001, and Depersonalization. sr 2 =
.03, T (3,177) = 2.59, p = .01, had statistically significant relationships to commitment.
Moreover, the relationships between the independent variables of Personal Accomplishment and
Depersonalization and the dependent variable of professional commitment were in the expected
directions: higher Personal Accomplishment was associated with higher professional commitment,
and higher Depersonalization was associated with lower professional commitment. In the second
regression analysis, two independent variables were used: (a) reduction in school psychology
staff, and (b) reduction in work resources. Considered together, the two variables were unrelated

to commitment, adjusted R 2 = .02, F(3. 177) = 2.70, p = .07. However, reduction in resources
had a small but statistically significant relationship to commitment, sr 2 = .03. T(3J 77) = 5.49. p =
.02.

Because of the unequal number of male (N = 50) and female respondents (N = 131) and

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the unequal number of respondents who had Master's ((N = 54) , Specialist ((N = 91 ). and
Doctoral (N = 36) degrees, nonparametric tests were used to investigate the relationship between
professional commitment and gender, and between professional commitment and highest degree
attained. The Mann-Whitney U test for two groups revealed a statistically significant relationship
between gender and commitment, z = 2.53, p = ,01. Women were more committed to the
profession than men. Though the difference in means for the total commitment scale was not large
(women = 5,52, men = 5.19), each of the 10 item means were higher for women (see Table 1).
The Kruskal-Wallis H test for three or more groups, was non-significant in regard to the
relationship between highest degree attained (master's, sixth year specialist, or doctorate) and

professional commitment, x 2 (2) = .56, p - .75.

INSERT TABLE 1 ABOUT HERE

Discussion

Burnout among this sample of school psychologists had a significant relationship to
commitment to school psychology: In combination, the three burnout variables accounted for 25%
of the variance in professional commitment. The squared semipartial correlation coefficients
indicated that of the three burnout variables, Personal Accomplishment had the strongest
relationship to professional commitment. Indeed. Personal Accomplishment uniquely accounted
for 13% of the variance in professional commitment. School psychologists who felt they had
accomplished worthwhile things at work tended to be more committed to the profession of school
psychology. Though the relationship between Depersonalization and professional commitment was
somewhat weaker than the relationship between Personal Accomplishment and professional
commitment, it was nonetheless statistically significant. School psychologists who were more
likely to emotionally distance themselves from students (i.e., had higher Depersonalization scores)
were less committed to the profession. Thus, not only has burnout has been found to be related to
negative outcomes, such as job dissatisfaction (e.g., Huebner, 1992), but the results of our study
suggest that burnout might be an important factor related to weak professional commitment.
Though the precise nature of the causal relationship between professional commitment and burnout
is unclear, our results taken together with other research findings underscore the need to develop
approaches to prevent burnout among school psychologists.

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We were surprised that school system reductions had a relatively weak relationship to
professional commitment. One possible explanation is that reductions were relatively recent events.
Perhaps for such reductions to affect professional commitment they need to be endured for a longer
period of lime. A research design that facilitates assessment of the duration of :he reductions might
address this possibility. A second possible explanation is that a direct relationship between some
types of reductions, such as staff ones, and professional commitment does not exist. For example,
the loss of a colleague may be distressing and sad. but if a school psychologist's sense of personal
accomplishment is not dependent on collaboration with this colleague, then the school
psychologist's professional commitment might be relatively unaffected. Thus, an individual's
affective reaction (e.g., level of burnout) to work might be a more important antecedent to
professional commitment than objective characteristics of the work setting (e.g.. staff reductions).

Women practitioners were more highly committed to the profession than men practitioners.
Thus, not only are there fewer men than women in school psychology but the men in school
psychology also might be less likely to want to advance the aims of the profession. Men might feel
less committed to school psychology because they are in the minority and perceive it to be a
"woman's" profession. Men only comprised 28% of our sample, and nationally only 35% of
school psychologists are men (Graden & Curtis, 1991). Another possible explanation for this
difference between men and women is that educational professionals are often paid less than their
professional counterparts in business. Many men may still feel the need to be the "bread winner"
and earn more money than women, and therefore arc less committed than women to a profession
which offer limited possibilities for promotion and higher salaries. Finally, it is possible that
supervisors and other educational professionals prefer to work with women school psychologists.
Consistent with this explanation, Miller & Routh (1985) found that supervisors of school
psychologists were biased toward interviewing and hiring female applicants. These researchers
speculated that supervisors may view school psychology as a profession that is most appropriate
for women.

No differences in professional commitment were found relative to the highest academic
degree attained. This finding might be a partial outcome of the support that the sixth year specialist
and doctoral degrees have from NASP and APA. respectively. Both associations have considerable
influence on the profession of school psychology. Therefore, practitioners who have either of the

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two degrees feel strongly committed to the profession. However, neither NASP nor APA approve
of Master's level training and yet practitioners with Master's degrees were no less committed to the
profession than their counterparts with more advanced degrees. Therefore, the standards of
professional associations by themselves are an insufficient explanation for why there were no
differences in professional commitment with respect to highest academic degree attained.

Clearly, further investigation of professional commitment is needed. Despite the intriguing
relationships found between professional commitment on the one hand, and burnout, reductions in
resources, and gender on the other, caution should be exercised in generalizing the results to other
school psychologists and professions. Our research was conducted with school psychologists
from one stale, who may not be representative of all school psychologists or representative of other
professionals. Thus, one possible direction for future research is replication. Our study, for
example, could be replicated with a nation-wide sample of school psychologists or with
psychologists representing a different speciality area. In addition, studies with longitudinal or
experimental designs can be carried out to determine if factors, such as sense of personal
accomplishment, are antecedents to professional commitment. The possible reasons for lower
professional commitment among male school psychologists could be explored. Also, it might be
interesting to compare directly the extent to which nonwork and work factors predict professional
commitment. In this regard, work factors not addressed in our study, such as job autonomy, can
be used. The possible contribution of professional commitment to an individual's overall sense of
identity is another area that can be explored. Finally, more research should be done on the the
validity of the professional commitment measure, particularly in the area of discriminant validity
(Morrow & Wirth, 1989).

Our results have possible implications for the training and continuing education of school
psychologists. For example, instruction in strategics that enhance a sense of work-related personal
accomplishment might help strengthen an individual's identification with school psychology and
increase his/her motivation to advance the profession, The lower professional commitment of men
coupled with their minority status in the profession suggest that it might be important to direct
efforts toward recruiting men into school psychology and making the profession more attractive to
them as a long-term career.

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References

Aranya, N., Pollock, J., & Amernic, J. (1981). An examination of professional commitment in

public accounting. Accounting, Organizations, and Society, 6, 271-280.
Burning, N. A, & Snyder, R. A. (1983). Sex and position as predictors of organizational

commitment. Academy of Management Review, 26. 485-491.
Cherniss, C. (1980). Staff burnout: Job stress in the human services. Beverly Hilis. CA: Sage.
Connolly, L. M., & Reschly, D. (1990). The school psychology crisis of the 1990s.

Communique, 19 (3), 1 & 12.
Graden, J. L. & Curtis, M. J. (3 991). A Demographic Profile of School Psychology; A Report to

Delegate Assembly of the National Association of School Psychologists. Washington, DC:

NASP.

Huberty, T. J,, & Huebner, E. S. (1988). A national survey of burnout among school

psychologists. Psychology in the Schools, 25, 54-61.
Huebner, E. S. (1992). Burnout among school psychologists: An exploratory investigation into its

nature, extern, and correlates. School Psychology Quarterly, 7, 129-136.
Knoff, H. M. (1990). Supervision and shortages: The need to renew our profession.

Communique, 18, () 4.

Loscocco. K, A. (1989). The interplay of personal and job characteristics in determining work

commitment. Social Science Research, 18. 370-394.
Kruger, L. J., Wandle, C, & Wans, R. (1992). The recession and downsizing of school

psychology in Massachusetts. Communique, 20 (8), 23, 26.
Lee, R. T., & Ashfonh, B. E. (1990). On the meaning of Maslach's three dimensions of burnout.

Journal of Applied Psychology, 75, 743-747.
Maslach, C, & Jackson, S. E. (1986). Maslach burnout inventory: Manual (2nd ed.).

Palo Alto, CA: Consulting Psychologists.
Mathiew, J. E., & Hamel, K. (1989). A causal model of the antecedents of organizational

commitment among professionals and nonprofessionals. Journal of Vocational Behavior .

34, 299-317.

Miller, D. A,, & Routh, D. K. (1985). Where women vin: Supervisors of school psychologists
prefer female job candidates. Professional Psychology: Research and Practice. 16. 42-49.

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Professional Commitment
12

Morrow, P. C (1983). Concept redundancy in organizational research: The case of work

commitment. Academy of Management Review, <S\ 486-500.
Morrow, P. C, & Wirth, R. E. (1989). Work commitment among salaried professionals. Journal

of Vocational Behavior, 34, 40-56.
Pierson-Hubeny, D., & Archambault, F. X. (1987). Role stress and perceived intensity of burnout

among school psychologists. Psychology in the Schools, 24, 244-253.
Shore, L. M„ & Martin, H. J. (1989). Job satisfaction and organizational commitment in relation

to work performance and turnover intentions. Human Relations. 42. 625-638.

Table 1

Means of the Professional Commitment Items: Comparison of Men and Women Participants

Item

Men

Women

All

i. i laiK up or io my lnenus as a great proicssion

A 1 ,1
4. 14

A *ls
4.4J

A

4. JO

z. ror me, or is me dcsi 01 an possioie proiessions

A ^ A
4. JO

A 7^
4. / J

4.04

j. i ieei very uhil loyally io or

^vi

J.JO

j. / J

^ 7 1
J. / 1

4. 1 am proud to tell others that I am part of SP

5.36

5.70

5. 1 am glad that I work as a school psychologist

4.90

5.39

5.25

6. 1 really care about the fate of SP

5.86

6.02

5.98

7. SP really inspires the very best in me

5.42

5.5 L>

5.54

8. 1 find that my values and SP's values are very similar

5.44

5.73

5.65

9. 1 am willing to put in effort to help SP be successful

5.04

5.47

5.35

10. Deciding to work in SP was a definite mistake

5.78

6.19

6.08

Overall Mean

5.19

5.52

5.43

Note. Wording of some of the items was truncated to conserve space. SP = school psychology.
Higher ratings are reflective of greater commitment. Ratings of ail items with exception of items 3
and 10 are based on seven-point scale: 1 = very strongly disagree, 7 = very strongly agree. For

comparison purposes, ratings for items 3 and 10 were reverse coded on a seven-point scale: 7 =

very strongly disagree, 1 = very strongly agree.

14