Factors Impacting the Employment and Retention of Speech-Language Pathologists in Rural Public Schools

Abstract

Rural pubic schools are mandated by federal and state laws to provide all necessary educational services for their constituents including the therapy services rendered by speech-language pathologists (SLP). However, due to extensive competition for these professionals in the last decade, rural public school administrators have experienced considerable difficulty in recruiting and retaining SLPs. The purpose of this investigation was to identify reasons why SLPs employed in rural public schools opt to remain in that employment setting. A 32 item questionnaire was developed and used to survey SLPs employed in rural public schools in a mid-south state. Of the 169 respondents, 93 reported having been employed in the same rural public school for four or more years. These 93 respondents were chosen as subjects for this investigation. Respondents chose the following seven factors as the most important reasons for continued public school employment: salary, vacation, support for continuing education, satisfaction with types of clients, caseload selection, the school's reputation for providing quality services, and relationships with other professional staff.

Speech-language pathologists' views on attrition from the profession

“…Neeley, Diebold and Dickinson (1994) analysed questionnaires completed by 93 speech-language pathologists employed in the north US rural school system for at least 4 years. The aim of their study was to identify why these speech-language pathologists chose to remain employed in that setting.…”

“…These included workplace issues such as management practices (Denham & Shaddock, 2004;Rossiter, 2000a;Saggers et al, 2001), access to professional development (Foster & Harvey, 1996;Neeley et al, 1994;Saggers et al, 2001), workloads (Denham & Shaddock, 2004), caseloads (Foster & Harvey, 1996;Neeley et al, 1994), workplace relationships and support (Denham & Shaddock, 2004;Foster & Harvey, 1996;Neeley et al, 1994), and compensation for the work provided (Foster & Harvey, 1996;Neeley et al, 1994;Saggers et al, 2001). However, the speech-language pathologists in this study identified positive aspects at a professional level that may mitigate these issues when they act as stressors.…”

“…The importance of support was mentioned 27 times by the participants. A lack of support has been shown to reduce job satisfaction, and increase the likelihood of allied health professionals leaving a position (Foster & Harvey, 1996;Neeley et al, 1994;Saggers et al, 2001;Stagnitti et al, 2006;Wolpert & Yoshida, 1992). This may be particularly so for professionals such as speech-language pathologists where job and employee focused emotional labour is a result of high frequency of interactions with clients and having to regulate emotions and expressions to meet work demands (Brotheridge & Grandey, 2001) are core aspects of the job.…”

Job Stress in Speech-Language Pathologists Working in Rural, Suburban, and Urban Schools: Social Support and Frequency of Interactions

“…Retention and recruitment of teachers and public school personnel is more difficult in rural areas where job satisfaction is reported to be lower than in suburban and urban areas (Bakker & Schaufeli, 2000;Farmer, 1994;Foster & Harvey, 1996;Kniveton, 1991). Special education teachers, school counselors, teachers of deaf students, school occupational therapists, teachers of children with severe learning disabilities, and SLPs working in rural areas have reported higher incidences of stress than their urban counterparts (Fimian et al, 1991;Helge, 1992;Male & May, 1997;McNeil & Jordan, 1994;Minner & Lepich, 1993;Moracco et al, 1984;Neeley et al, 1994;Wisniewski & Gargiulo, 1997).…”

“…Job stress in educational personnel has detrimental physiological and psychological effects on educators and the students they serve. These job stressors have been reported by general education teachers, special education teachers, school counselors, teachers of the deaf, school speech-language pathologists (SLPs), and administrators (Beer & Beer, 1992;Borg, 1990;Borg & Riding, 1993;Darcy, Kusznikow, & Lester, 1995;Fimian, Lieberman, & Fastenau, 1991;Male & May, 1997;Moracco, Butcke, & McEwen, 1984;Neeley, Diebold, & Dickinson, 1994;Wisniewski & Gargiulo, 1997;Yezzi & Lester, 2000). The negative effects of stress on SLPs working in schools have not received systematic attention in the literature.…”