Abstract
School psychology faculty are required to publish for purposes of retention, promotion, and salary increases. Therefore, it is useful to have normative information regarding research productivity of school psychology faculty as a means to benchmark scholars’ accomplishments. Previous efforts to investigate the number of published peer-reviewed articles have been limited to American Psychological Association (APA)-accredited school psychology programs. Given that APA-accredited programs make up only a portion of training programs in the field, there is a need for research production data that includes faculty from non APA-accredited programs. The current research aimed to fill this gap in the literature by investigating scholarly productivity of all school psychology faculty at training programs approved by the National Association of School Psychologists (NASP). Data were collected for a total of 947 faculty members regarding their research output between January 2010 and December 2015. This paper reports on the most productive scholars amongst school psychology faculty, the relationship between authorship credit, first authorships, sole authorships, and number of total publications, in addition to the influence of gender, rank, Carnegie status, and APA accreditation status. The results of this study serve as the most up-to-date, comprehensive analysis of scholarly productivity in the field of school psychology and can benefit prospective students evaluating graduate programs in the field, graduate students who are considering careers in academia, and current faculty members and evaluators of faculty research.
