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. 2021 Jun;88(2):163-172.
doi: 10.1177/00084174211005898. Epub 2021 Apr 16.

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

Liron Lamash, Yael Fogel

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

Liron Lamash et al. Can J Occup Ther. 2021 Jun.

Abstract
in English, French

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.

Description.: Les ergothérapeutes, tout particulièrement ceux qui travaillent dans des systèmes scolaires, sont mis au défi de définir leur rôle professionnel et leur identité professionnelle.

But.: Cette recherche a évalué les qualités métrologiques du Role-Perception Questionnaire for Occupational Therapists in the Education System’s (RP-OT), la cohérence interne de Professional Identity Scale (PIS) parmi les ergothérapeutes et les relations entre la perception du rôle, l’identité professionnelle et les caractéristiques démographiques chez ces derniers.

Méthodologie.: Un total de 147 ergothérapeutes dans des systèmes scolaires ont complété le RP-OT et le PIS. Nous avons effectué des analyses factorielles exploratoires et calculé le coefficient alpha de Cronbach, afin d’évaluer les qualités métrologiques du RP-OT et du PIS. Les associations ont été examinées par des tests de corrélation de Pearson.

Résultats.: Le RP-OT est un questionnaire fiable et valide, avec des corrélations moyennes à fortes entre la perception du rôle, l’identité professionnelle et les caractéristiques démographiques. Le travail d’équipe dans le système scolaire s’est révélé le principal facteur prédictif (82%) de l’identité professionnelle.

Conséquences.: Le travail d’équipe, qui fait partie du rôle professionnel des ergothérapeutes dans le système scolaire, exerce une influence significative sur l’acquisition d’une identité professionnelle positive et d’une perception positive du rôle.

Keywords: Ancienneté; Occupational therapy; School; Seniority; Teamwork; ergothérapie; travail d’équipe; école.

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Conflict of interest statement

Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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