Prerequisites of Good Cooperation between Teachers and School Psychologists: A Qualitative Analysis
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15210%2F23%3A73620252" target="_blank" >RIV/61989592:15210/23:73620252 - isvavai.cz</a>
Result on the web
<a href="https://www.mdpi.com/2227-7102/13/11/1078" target="_blank" >https://www.mdpi.com/2227-7102/13/11/1078</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3390/educsci13111078" target="_blank" >10.3390/educsci13111078</a>
Alternative languages
Result language
angličtina
Original language name
Prerequisites of Good Cooperation between Teachers and School Psychologists: A Qualitative Analysis
Original language description
The aim of this study was to determine what kind of factors play a role in the formation of relationships and cooperation between teachers and school psychologists in Czech schools and the ways in which these factors operate. We used a qualitative methodological design with data collection conducted in the form of semi-structured interviews with eight teachers and ten school psychologists. Subsequent analysis was performed using the grounded theory method. The results indicated the central importance of how a given teacher views the school psychologist, which further determines which factors will influence the degree to which the psychologist is accepted. The following factors were shown to be important in the relationship between a psychologist and a teacher’s neutral attitude toward them: the characteristics of the teacher and the psychologist, the role of school management, the role of school focus and the degree to which the psychologist’s role is understood. The discrepancy between the actual role of the school psychologist and how their role is perceived by the teachers can be a source of issues in cooperation and trust between the two.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50101 - Psychology (including human - machine relations)
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Education Sciences
ISSN
2227-7102
e-ISSN
2227-7102
Volume of the periodical
2023
Issue of the periodical within the volume
13(11)
Country of publishing house
CH - SWITZERLAND
Number of pages
14
Pages from-to
1078-1091
UT code for WoS article
001119778400001
EID of the result in the Scopus database
2-s2.0-85178298718