Role Perception and Professional Identity of Occupational Therapists Working in Education Systems: Perception du rôle et identité professionnelle des ergothérapeutes qui travaillent dans les systèmes scolaires. (June 2021)

• Record Type: Journal Article
• Authors: Lamash, Liron; Fogel, Yael
• Is Part Of: Canadian journal of occupational therapy. Volume 88:Number 2(2021)
• Page Start: 163
• Page End: 172
• Publication Date: 2021-06
• Subjects: Occupational therapy -- School -- Seniority -- Teamwork; Ancienneté -- école -- ergothérapie -- travail d'équipe; Occupational therapy -- Canada -- Periodicals; Physical therapy -- Canada -- Periodicals; Therapeutics, Physiological -- Canada -- Periodicals; 615.8515
• DOI: 10.1177/00084174211005898
• Languages: English
• ISSNs: 0008-4174

Abstract

Background: Occupational therapists, especially those in education systems, are challenged to define their professional roles and identities. Purpose: This research evaluated the Role-Perception Questionnaire for Occupational Therapists in the Education System's (RP-OT) psychometric properties, the Professional Identity Scale (PIS) internal consistency among occupational therapists, and relationships among role perception, professional identity, and demographic characteristics. Method: A sample of 147 occupational therapists in education systems completed the RP-OT and PIS. We conducted exploratory factor analysis and calculated Cronbach alpha to evaluate the RP-OT and PIS psychometric properties. Relationships were examined using Pearson correlation. Findings: The RP-OT was found reliable and valid, with medium-to-strong correlations among role perception, professional identity, and demographics. Teamwork in the education system was the major predictor (82%) of professional identity. Implications: Teamwork is part of the professional role of occupational therapists in the education system and a significant component for developing their positive professional-identity perception.