Date of Award
College of Education and Professional Development
Type of Degree
Dr. Feon Smith, Committee Chairperson
Dr. Bobbi Nicholson
Dr. Kelly Rutherford
The aim of this study is to determine how a perceived lack of leadership training at the graduate level contributes to inadequate preparedness for the clinical, professional, and supervisory leadership roles professionals hold within the field of speech-language pathology (Kummer, 2017). More specifically, this study will seek to identify current leadership concerns of practicing SLPs, exploring whether and/or how lack of leadership training has affected their professional growth or career. The information can serve to guide the development of leadership training opportunities in speech-language pathology graduate programs. This descriptive, non-experimental study utilized purposive sampling of speech-language pathologists licensed in the states of Ohio and West Virginia. An online survey was created using Qualtrics® and sent to participants via email addresses gathered from state licensing boards to ensure a diverse sample of speech-language pathologists working in a variety of settings. The findings of this study indicate that SLP’s feel unprepared for the leadership roles required of their career. Furthermore, results indicate that SLPs are required to demonstrate leaderships skills early in their career, placing the SLP at a disadvantage for career advancement and promotion.
Speech therapy – Study and teaching – Higher education.
Speech therapy – Ohio.
Speech therapy – West Virginia.
Educational leadership – Research.
Kemper, Sandra, "Graduate-level leadership training for speech-language pathologists: perceptions, attitudes, and potential effect on career" (2023). Theses, Dissertations and Capstones. 1818.