Latent Class Analysis of Supervision Practices and Job Satisfaction in School Psychology

Supervision is a critical component of professional practice in school psychology, influencing job satisfaction, retention, and workforce stability. This study aims to identify distinct profiles of school psychology supervision and examine how these profiles relate to supervisees’ perceptions of their roles and job satisfaction. Although supervision is recognized as essential for effective practice, limited research has explored how it is structured in applied settings or how variations in supervisory experiences affect practitioners. Understanding these patterns can inform future research and strengthen the implementation of evidence-based supervision models in school psychology. A national sample of school psychology practitioners and supervisees completed a survey aligned with NASP and APA supervision standards. The survey assessed competencies such as supervisory support, feedback, structure, and cultural responsiveness. Latent Class Analysis (LCA), a person-centered statistical approach, was used to classify participants into distinct supervision profiles based on their reported experiences. These profiles were then compared to determine whether significant differences existed in job satisfaction across groups. Results revealed three distinct supervision profiles: Low-Structure/Autonomy-Driven, Support-Rich & Reflective, and Inconsistent/Moderately Supportive. These findings indicate that supervision experiences among school psychologists are not uniform and that supervision structure varies widely. Despite these differences, participants across all profiles reported relatively high levels of job satisfaction. The findings highlight the variability in school psychology supervision and demonstrate that specific supervision characteristics are associated with positive professional outcomes. This study provides empirical evidence to guide training programs, supervisors, and professional organizations in refining supervision practices. Targeted improvements in supervision may contribute to a more consistent, reflective, and supportive school psychology workforce.