Date of Award

Summer 8-2021

Document Type

Thesis

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Bryan McCoy

Abstract

Through this research, school leaders’ knowledge-base, experiences, and perceptions regarding the role of the school-based speech-language pathologist were investigated. The purpose of this study was to address how school leaders perceived and interacted with speech-language pathologists and any barriers that affected leader perceptions. A qualitative instrumental case study design was selected for the study. Data obtained from personal interviews were analyzed and interpreted through a critical theory lens. Key themes that emerged from school leader perceptions included: (a) limited knowledge regarding the role of speech-language pathologists, (b) understanding of school-based challenges for speech-language pathologists, (c) limited knowledge on contributions speech-language pathologists provide, (d) school leader recognition of limited knowledge-base regarding speech-language pathologists, and (e) school leaders want to learn more about the complete role of the school based, speech-language pathologist. Findings were interpreted relative to educational leadership, speech-language pathologists, and specific policies and practices related to school leadership.

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