ABSTRACT
School psychologists frequently encounter ethically challenging professional practices shaped not only by professional responsibilities but also by structural conditions within educational systems. This study examined ethical preparedness and perceived ethical challenges among school psychologists working in public schools in Greece, with particular attention to organizational and professional factors. A total of 355 school psychologists completed a structured questionnaire assessing ethical preparedness, frequency of ethical dilemmas, supervision experiences, working conditions, and perceived structural barriers. Hierarchical regression and mediation analyses were conducted to examine relationships among these variables. Results indicated that structural constraints—such as temporary employment, limited resources, and lack of dedicated workspace—were significantly associated with greater ethical challenges in professional practice. Supervision and perceived ethical preparedness were associated with more confident ethical decision-making but did not mediate the effects of structural conditions. These findings highlight the critical role of institutional supports, including supervision systems, adequate resources, and stable employment conditions, in promoting ethical practice. Implications for training, policy, and school-based professional support systems are discussed.