Abstract
Date Presented 03/23/24
This research examines job satisfaction and retention of school-based OT providers in hopes of improving these factors. Ensuring equitable benefits, opportunities, and supports for providers would help foster improved retention of school OTs.
Primary Author and Speaker: Salma Bachelani
Contributing Authors: Madison Guerra, Anna Fung
PURPOSE: Complexities surrounding the nature of school-based OT practice are associated with risk of burnout, reduced employment satisfaction and staff turnover; however, literature on the satisfaction and retention of school-based OT providers is lacking (Stephenson, 2019; Hutchins et al., 2009). To fill this gap, this study examined the job satisfaction and retention considerations for school-based OT providers.
DESIGN: A mixed-methods study design was utilized to investigate job satisfaction and retention of OTs including occupational therapists and occupational therapy assistants who had at least one year of work experience in school settings in the United States within the last two years. Participants were recruited using convenience and snowball sampling via social media posts, AOTA’s Special Interest Section CommunOT Forum, and referrals.
METHOD: Following a literature review, a survey was developed to gain insight into factors influencing satisfaction and retention of school-based OTs. The survey sought information regarding OT role and responsibilities in addition to several Likert Scale ratings regarding the satisfaction and importance of factors related to school OT roles. There were also open-ended questions regarding motivations and deterrents impacting desire to remain in a school OT job. Following dissemination, results were analyzed to identify patterns and themes.
RESULTS: Preliminary results showed a wide range of overall job satisfaction between participants. Common benefits and incentives available to therapists were identified, as well as disparities of provision of these resources.
CONCLUSION: This study is important to both practice and policy. The data from the survey indicates potential facilitators of increased satisfaction and retention of school OTs. Ensuring that there are equal benefits, opportunities, and supports amongst school OTs would help foster improved retention within schools.
References
Hutchins, T. L., Howard, M., Prelock, P. A., & Belin, G. (2009). Retention of school-based SLPS: Relationships among caseload size, workload satisfaction, job satisfaction, and best practice. Communication Disorders Quarterly, 31(3), 139–154. https://doi.org/10.1177/1525740109336870
Stephenson, P. (2019). Building resilience and minimizing burnout in school-based practice. Journal of Occupational Therapy, Schools, & Early Intervention, 12(3), 354–364. https://doi.org/10.1080/19411243.2019.1590
