Job Satisfaction of School-Based Speech-Language Pathologists in New York State as a Function of Workplace Features

Abstract

Purpose The number of unfilled speech-language pathologist (SLP) positions in school-based settings remains an ongoing concern, particularly in the most populous states. New York State (NYS) is among those that have been identified to demonstrate a current and predicted unmet need for qualified SLPs. This study examines workplace features that contribute to job satisfaction of school-based SLPs in NYS to better understand which factors affect recruitment and retention. Method Three hundred sixty-six school-based SLPs in NYS responded to a 40-question survey about their workplace characteristics and levels of satisfaction for various job features. Results Respondents reported the highest satisfaction in areas relating to the nature of work with their students and available opportunities for interprofessional collaboration. The most prominent workplace features of concern related to workload amount, limited time to complete required tasks within the work week, and others' understanding of the SLP's role. Conclusions SLPs are generally satisfied with the work itself but challenges about increasing workload and lack of understanding have the potential to lead to attrition. Advocating for a workload analysis, a better understanding of the roles and responsibilities of the school-based SLP, and limits on the number of students served holds promise to improve job satisfaction. In turn, these efforts may both improve retention and lead to increased recruitment to help fill available positions.