Forfattere
Helene Hallaråker, Elisabeth Hesjedal, Kathrin Olsen, Marianne S. Tveitnes, Camilla Herlofsen, David L. Cameron & Christian Brandmo
Sammendrag
Educational Psychological Services (EPS) counselors play an essential role in
supporting students with special educational needs through assessments,
interventions, and collaboration with key stakeholders. This study examines
the relationship between interprofessional collaboration, job satisfaction, and
intention to leave among EPS counselors, including the variables knowledge
about collaboration, trust, affective commitment, and time pressure. Based on
a cross-sectional design with structural equation modeling, the study analyzes
data from 637 EPS counselors concerning their interprofessional collaborative
practices with kindergartens, schools, child welfare services, and health services.
The findings highlight that knowledge about collaboration, trust, and sufficient
time are essential for effective interprofessional collaboration with kindergartens
and schools. Affective commitment was strongly associated with job satisfaction,
while time pressure was closely linked to EPS counselors’ intention to leave.
Although interprofessional collaboration was not strongly related to job satisfaction
or intention to leave, negative collaboration experiences with kindergartens and
schools were positively related to EPS counselors’ intentions to leave. These
findings underscore the importance of ensuring that EPS counselors have the
necessary knowledge, trust, and time for effective interprofessional collaboration.