The Influence of Leadership Behaviors on School-Based Speech-Language Pathologists' Perception of Burnout

Current research on burnout and attrition of school-based speech-language pathologists (SLPs) focused on the reason for attrition, which has remained relatively consistent across time. Despite identifying the factors contributing to attrition, minimal research has focused on how SLPs can prevent burnout or how to improve SLP retention rates in schools. Self-determination theory, fulfillment of competence, autonomy, and relatedness increase intrinsic motivation. The purpose of this phenomenological study was to identify how SLPs employed in Texas school districts described the factors contributing to their resilience in remaining employed in the schools. Fifteen SLPs participated in semistructured interviews about their perception of the influence of leadership behaviors on competence, autonomy, and relatedness. Study findings indicated that SLPs perceived leadership behaviors as influential on their resilience. Although they discussed the importance of autonomy, participants placed greater emphasis on competence and relatedness. Leadership behaviors that contribute to competence, autonomy, and relatedness include leaders who are actively engaged in addressing problems, providing therapy materials and resources, adequate physical space, respect for SLP’s clinical judgment, maintaining systems to monitor and adjust caseloads and workloads, responsiveness, and development of collaborative networks of SLPs. Consequently, SLP supervisors and district leaders should consider how to use the understanding identified within this study to evaluate their program design and support of SLPs to improve retention and recruitment.