Relationships Among Entry-Level Education, Attitudes Toward Professionalizing Values, Professional Behaviors and Attitudes and Behaviors Concerning Continuing Professional Education as Perceived by Recently Certified Occupational Therapists, Registered
Jones, Jacqueline Lee
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Permalink
https://hdl.handle.net/2142/69065
Description
Title
Relationships Among Entry-Level Education, Attitudes Toward Professionalizing Values, Professional Behaviors and Attitudes and Behaviors Concerning Continuing Professional Education as Perceived by Recently Certified Occupational Therapists, Registered
Author(s)
Jones, Jacqueline Lee
Issue Date
1986
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Health Sciences, Education
Health Sciences, Rehabilitation and Therapy
Abstract
Entry-level education programs have been considered the arenas in which health professionals acquire the values and roles for later professionalizing behaviors. It has been speculated that certain aspects of entry-level programs positively relate to professionalizing and continuing professional education attitudes and behaviors. A national sample of recently certified occupational therapists, registered, selected by region and year since certification, was surveyed. Therapists were asked to identify emphasized aspects of their entry-level educational programs which they felt had had a positive or negative influence on attitudes toward occupational therapy as a profession. They were also asked to indicate the degree to which they had been engaged in professionalizing and continuing professional education behaviors such as membership and participation in various levels of professional organizations, participation in government and public affairs issues, pursuit of continuing professional education, and development of research and publications. Finally, they were asked to indicate their perceptions of the influence which entry-level education had had on their professionalizing and continuing professional education attitudes and behaviors, and the influences which these attitudes and behaviors had on each other.
The response pattern was homogeneous, with no significant correlations at the .05 level on the grouped variables when year and region were considered. The most apparent result was that, although most respondents were found to have a high level of attitudes and values for professionalism, few were engaged at a high level in professionalizing behaviors to support that attitude. Master's-level entry, administrators, and full-time career intentions respondents did show a slightly higher profile of professional behaviors than did others when variables of educational entry, role, and intention were considered but not to a significant degree. Entry-level education was perceived as having little or no influence on attitudes and behaviors. A few significant correlations at the .05 level were found between specific individual entry-level education and attitude and behavior variables, but these were minor to the study. Relationships between attitude, intentions, and behaviors have been discussed as possible reasons for this discrepancy.
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