Article  |   April 2012
Speech-Language Pathologist Job Satisfaction in School Versus Medical Settings
Author Affiliations & Notes
  • Nicole L. Kalkhoff
    University of Minnesota Duluth
  • Dana R. Collins
    University of Minnesota Duluth
  • Correspondence to Dana R. Collins: drcollin@d.umn.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Martin Fujiki
    Associate Editor: Martin Fujiki×
School-Based Settings / Professional Issues & Training
Article   |   April 2012
Speech-Language Pathologist Job Satisfaction in School Versus Medical Settings
Language, Speech, and Hearing Services in Schools April 2012, Vol.43, 164-175. doi:10.1044/0161-1461(2011/11-0007)
History: Accepted 15 Sep 2011 , Received 14 Feb 2011 , Revised 31 May 2011
Language, Speech, and Hearing Services in Schools April 2012, Vol.43, 164-175. doi:10.1044/0161-1461(2011/11-0007)
History: Accepted 15 Sep 2011 , Received 14 Feb 2011 , Revised 31 May 2011

Purpose: The goal of this study was to determine if job satisfaction differs between speech-language pathologists (SLPs) working in school settings and SLPs working in medical settings.

Method: The Job Satisfaction Survey (JSS) by Spector (1997)  was sent via electronic mail to 250 SLPs in each of the 2 settings. Job satisfaction scores were computed from subscale category ratings and were compared between the 2 settings. Subscale category ratings for pay, promotion, supervision, benefits, contingent rewards, operating conditions, coworkers, nature of work, and communication were analyzed for differences between and within settings. Age, caseload size, and years-at-position were analyzed by linear regression to determine whether these factors might predict SLPs' job satisfaction.

Results: The survey had a response rate of 19.6% (N = 98 participants). Although SLPs in both settings were generally satisfied with their jobs, SLPs in medical settings had significantly higher total job satisfaction scores. Respondents from both settings had similar satisfaction ratings for subscale categories, with nature of work receiving the highest rating and operating conditions and promotion the lowest. Results of the linear regression analysis for age, caseload size, and years-at-position were not significant.

Conclusion: Further research should evaluate important aspects of job satisfaction in both settings, especially nature of work operating conditions, and promotion.

Order a Subscription
Pay Per View
Entire Language, Speech, and Hearing Services in Schools content & archive
24-hour access
This Article
24-hour access

Related Articles

School Matters: 10 Years of ASHA’s Schools Conference? Absolutely.
The ASHA Leader March 2014, Vol.19, 32-33. doi:10.1044/leader.SCM.19032014.32
Coordinator’s Column
SIG 16 Perspectives on School-Based Issues March 2014, Vol.15, 3-4. doi:10.1044/sbi15.1.3
Autism in the Schools: IEP Best Practices at Work
SIG 16 Perspectives on School-Based Issues March 2014, Vol.15, 32-37. doi:10.1044/sbi15.1.32
Creating Successful Team Collaboration: Behavior Management in the Schools
SIG 16 Perspectives on School-Based Issues March 2014, Vol.15, 38-44. doi:10.1044/sbi15.1.38
Effects of School-Wide Intervention on Literacy Learning: The SLPs Support
SIG 16 Perspectives on School-Based Issues March 2014, Vol.15, 45-53. doi:10.1044/sbi15.1.45