Since the qualification of speech-language pathology in Korea was changed to a national certificate, the body of the Korean Association of Speech-Language Pathologists (KSLP) has gradually increased to reach approximately more than 15,000 speech-language pathologists (SLPs) to date, and along with such quantitative growth, it has been challenged by leadership and expertise. Recently, many countries have been striving to improve the service quality and effectiveness of speech therapy by developing leadership competencies and supervising SLPs coaches. At the same time, international collaboration has also become active in the fields of communication disorders, such as research, advocacy, leadership in practice training, technological innovation for services, and global partnerships [1–3, 15]. In line with this international trend, it is necessary to have a systematic clinical supervision framework to strengthen the professionalism and capabilities of SLPs in Korea.

Supervision is a one-to-one relationship in which one person develops the therapeutic competence of another [4], and the supervisor and supervisee have a shared goal to improve knowledge, skills, and competence [5]. In order to provide high-quality speech-language pathology, evidence-based practice is a guiding principle in clinician decision-making. Evidence-based practice is not simply making clinical decisions based on clinician preferences but integrating current, high-quality research evidence with professional expertise and client preferences, along with values in the clinical decision-making process [6]. It requires actively seeking and critically evaluating evidence for clinical procedures. Feedback and reflection are vital elements of professional growth for those under clinical supervision and supervisors and support professional growth [7]. In addition, beginner-experienced SLPs who are new to clinical practice still feel the need for clinical supervision of speech therapy due to fear of speech evaluation or treatment and lack of confidence, knowledge, and skills in speech therapy, while other SLPs with clinical experience may also need clinical supervision to transition into new areas or reentering the profession.

As such, many countries are continuously updating the introduction and operation of supervisor systems to promote the development and expertise of clinical careers.

In the United States, professional development courses are operated only for those who meet supervisor requirements. Accordingly, the American Speech-Langauge-Hearing Association (ASHA) is implementing a supervisor system to strengthen clinical practice skills and provide high-quality speech therapy services through continuous clinical supervision and feedback. The clinical supervisor is responsible for coordinating and overseeing all operational healthcare and clinical aspects of speech pathology and related disability area programs, as well as participating in and effectively implementing departmental programs, policies, systems, and procedures. According to the standard conditions of the clinical supervisors and Clinical Fellowship Mentor of ASHA in the United States, individuals must hold ASHA certification (CCC-SLP), have completed a minimum of nine months of practice experience post-certification, and have earned at least 2 hours of professional development post-certification (one-time requirement) in the area of supervision and/or clinical instruction [8].

In Canada, there is a supervisor system of Speech-Language & Audiology Canada (SAC) that serves as a clinical educator, oversees students, and helps future professionals grow in speech pathology, providing knowledge and skills to future SLPs through volunteer work and contributing significantly to the professional development of speech-language pathologists (www.sac-oac.ca) [9].

The Professional Standards for Speech Pathologists (known as SLPs) in Australia outlines the knowledge, skills, and attributes for entry-level and practicing speech pathologists (www.speechpathologyaustralia.org.au) [10,15,16].

Participating in clinical supervision is essential to being a certified practicing speech pathologist in Australia. In Australia, at Speech Easy, early-career speech pathologists receive 1:1 clinical supervision session once a week. This is a formalized supervision structure that is pre-scheduled for the calendar, and the time is used to discuss everything from customer cases to career goals they need. Early-career speech pathologists typically reduce their supervision time to sessions that are two weeks apart. As clinicians gain more experience and become advanced speech pathologists, supervision is typically done on a monthly basis. Although there is no formal enrollment or training to be completed to provide clinical supervision in Speech Pathology Australia (SPA), it is recommended that all supervisors must have the knowledge and experience necessary to support other phonetics in their area of work, service user age, and division of work.

In Australia, clinical supervision for speech pathologists is specified in the Professional Standards and Code of Ethics documents guiding speech therapist jobs, and clinical supervision achieves reflective practice of speech therapy and contributes to lifelong learning. SPA offers a variety of clinical supervision, including 1:1 supervision, group supervision, peer supervision, and external supervision where necessary [10].

Although many countries have recognized the importance of clinical supervision and introduced professional clinical supervision systems, there are still no standard guidelines for the concept, procedure, and process of professional clinical supervision in Korea. Thus, this study aimed to investigate the qualifications and core competencies of supervisors, as well as the needs and content of supervision, before implementing a supervisor training program.

Although many clinicians believe they are responsible for overseeing students, outside staff, and other clinicians, there are still few formal training courses in clinical education and supervision in Korea. In addition, while it is essential to have competence as a supervisor in order to develop supervisory behaviors and activities that are essential for training professionals, there is no such clinical supervision course in Korea before and after obtaining a national certificate. The current survey was conducted to define supervisor qualifications and core competencies, highlight vital issues reflecting the core content and process of supervising speech and language pathology supervisors, and provide exemplary supervisor training programs in Korea. Through this process, Korean SLPs are provided with continuous training opportunities to become supervisors and seek to establish standards by collecting information on their experiences, skills, knowledge, and competencies to become supervisors. Supervision is a process consisting of various behavior patterns whose appropriateness is determined by the needs, competencies, expectations, philosophy, and specificity of the situation (work, client, setting, and other variables) of the supervisor and the supervisor himself/herself [11]. The goal of the supervisory process is the professional growth and development of the supervisor, which can ultimately provide optimal service to the customer [12].

According to the current investigation, the certificates required for supervisor qualification have been identified as first-degree certificates, master’s degrees (master’s thesis required), and more than 10 years of clinical experience. In the workplace, universities need more than a university lecturer, and individual clinics and social welfare facilities require institutional heads and provision personnel. At the same time, medical sites have recognized that the requirements of SLPs working at secondary hospitals (hospitals, general hospitals) or higher should be met.

The qualifications for SLP in Korea have been converted to the national qualification system since 2012. In order to obtain a certificate, an individual must graduate from the speech-language pathology programs qualified by the Ministry of Health and Welfare and pass the national examination for first-level or second-level certificate organized by the Korea Health Personnel Licensing Examination Institute (KHPLEI). In addition, since it is a job that requires high professionalism, one must complete eight hours of refresher training organized by the KSLP annually, even after obtaining the certificate [13].

However, above all, the current system is far from sufficient to improve the qualities of early-career SLPs and to build up the leadership and expertise of existing speech rehabilitators. Like other countries, it is time for a standard clinical supervision system through official clinical mentors or supervisor curricula. In the United States, all clinical supervisors and clinical fellowship (CF) mentors providing supervision or clinical instruction for students and/or clinical fellows for purposes of ASHA certification should complete a minimum of 2 hours of professional development in the area of supervision/clinical instruction after being awarded the CCC-SLP one time [14]. The CF system enables clinical fellows to transfer between students enrolled in the Communication Sciences and Disorders (CSD) program and independent providers of speech pathology clinical services, which plays a vital role in preparing students for SLPs, evaluates clinical fellows who demonstrate skills and knowledge suitable for independent practice, and provides professional support and personal guidance to clinical fellows during the CF period.

In addition, for professional development requirements, all individuals who hold the CCC-SLP at least 2 hours must be in cultural competency, cultural humility, culturally responsive practice, or diversity, equity, and inclusion (DEI) out of 30 required professional development hours for certification maintenance with each 3-year maintenance interval [14].

In addition, all individuals with CCC-SLPs must have at least one hour in the ethics domain with a maintenance interval of 3 years of the 30 essential professional development time for maintaining their certificates in relation to ethics [14]. As a result of this study, 74% of respondents recognized the necessity of the supervisor training curriculum, and 79% were willing to receive education on the demand for supervisor training education. In Korea, there is no separate CF or supervisory course after clinical practice in the university academic coursework and after obtaining the national certificate, so it was found that most SLPs felt the need for training. In particular, early-career SLPs who received their certifications immediately thought they were insufficient to qualify as independent speech therapy providers.

As a result of this study, 53% of the clinical experience required for supervisor qualification was over 10 years, the highest response rate was 10 hours each for basic and advanced courses, while the course training to maintain supervisor qualification was every 2 years (49%). These are equivalent or similar requirements with the US, Canada, and Australia’s clinical supervisor qualification standards.

In addition, the Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) divides professional training courses into four domains (DEI, Ethics, and Supervision/Clinical Education) and regularly reviews whether approved professional development courses meet the criteria [14]. In the current study, recognition and development of supervisor roles (75.7%), change and development of supervisors (74.3%), supervisory methods (60%), understanding and relationship formation of supervisors, and establishing supervisory ethics were recognized as important supervisory concepts required for supervisor eligibility. Respondents also believed that the ability to understand the personal characteristics of the supervisor and to recognize the development process (77%) was the most important basic job competency required by the supervisor and that communication skills (58%) and the ability to organize the supervision (51%) and trust and relationship with the supervisor (45%) were key job-related competencies.

On the other hand, the requirement of essential clinical skills for supervision was evidence-based practice (92.7%), which was required in the practical clinical field, covering evaluation methods (66.8%), short- and long-term goal establishment for cases, intervention session planning, and parental counseling methods. Therefore, training content must be developed and delivered from the SLP’s perspective, including the concepts of the significant supervision mentioned above.

In conclusion, for a supervisor to become a successful clinical supervisor, it is necessary to identify the needs of the supervisees before starting a supervisor role and then provide clinical guidance for supervisee-centered supervision through this professional development training, which could ultimately contribute to strengthening the professionalism and leadership of SLPs in Korea.