This text responds to the growing need for speech-language pathologists in school settings by asking how factors including people, work, pay, opportunities for promotion, and supervision impact the overall job satisfaction of school-based speech-language pathologists.
Drawing on data from a quantitative study conducted in schools in the US, the text foregrounds the experiences and perspectives of speech-language pathologists working in the public school sector, and illustrates the critical role of effective and supportive educational leadership and administration in ensuring effective recruitment, retention, and job satisfaction amongst these much needed professionals. The text highlights growing responsibilities of speech-language pathologists in schools and considers recruitment and challenges in the sector can be remedied by greater understanding of how job satisfaction relates to speech-language pathologists’ experiences and perspectives on pay, work, opportunities for promotion, and support from a supervisor.
This short text is aimed at researchers, scholars, and administrators in meeting the growing needs of children and students with speech and language difficulties in Early Childhood, Elementary, and Secondary education settings . The text will be particularly valuable for school leaders looking to support speech-language pathologists in their setting.
Table of Contents
1. Introduction; 2. Understanding Speech-Language Pathology Practice in the Educational Setting; 3.Understanding Motivating Factors to Support Speech-Language Pathology Job Satisfaction; 4. School-Based Speech-Language Pathologist Job Satisfaction; 5. Facet-Based Job Satisfaction; 6. Professional Experience and Job Satisfaction; 7. Research to Practice: Considerations for Educational Leaders
Kimberly A. Boynton is a certified Speech Language Pathologist and Assistant Professor in the Department of Speech Language Pathology at Saint Mary’s College, Notre Dame, Indiana US.