Date of Award

6-1-2012

Document Type

Campus Access Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education/Leadership in Urban Schools

First Advisor

Wenfan Yan

Second Advisor

Tricia Kress

Third Advisor

Christopher Denning

Abstract

This quasi-experimental study examined the role of self-efficacy and the effects of situated online professional development on the competence of schoolbased occupational therapists (OTs). The Occupational Therapist Self-efficacy Survey (OTSES), Occupational Therapy Competence Measures (OTCM I and II), and Background and Demographic Questionnaire (BDQ) were developed for the research. The experimental group participated in the professional development intervention consisting of Teaching Module I and II and Mentoring Discussions I and II. The results indicated that the role of self-efficacy on competence had no predictive influence on competence but that 80 percent of OTs held strong beliefs in their ability to perform their role. A significant difference between the control and experimental groups' total competence scores was found as a result of the professional development in three of the four competence standards regarding understanding federal, state, and the Occupational Therapy Practice Framework (OTPF) regulations, (Knowledge Skills, Performance Skills, and Ethical Reasoning Skills). Further, the data revealed a significant difference in one of the five competence standards in understand collaboration, (Interpersonal Skills, p < .05). Statistical analysis regarding competence in critical and ethical reasoning skills revealed low competence scores for both groups in these areas. This study offers mixed empirical evidence that situated online professional development can improve the competence (at the knowledge level) of school-based OTs in identified competence standard areas.

Comments

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