The State of Self-efficacy among Massachusetts School–based Occupational Therapists

Abstract

The purpose of this study was to evaluate the state of self-efficacy among school-based occupational therapists (OTs) in Massachusetts and whether background and demographic characteristics determined level of self-efficacy. One hundred forty school-based OTs employed in public and charter schools throughout Massachusetts participated in the study by completing the Occupational Therapist Self-efficacy Survey developed for the study. On average, school-based OTs possessed high levels of self-efficacy in their ability to perform their role. Additionally, OTs’ background and demographic characteristics did not predict level of self-efficacy. This study concludes that related staff or school-based OTs possess high total self-efficacy and self-efficacy organization and varying levels of self-efficacy in self-efficacy collaboration and self-efficacy service provision. Unfortunately, the study was unable to prove that background and demographic characteristics influenced the level of self-efficacy possessed. Study limitations and design did not provide statistical significance regarding these variables on the level of self-efficacy among related staff.

Keywords:

• Self-efficacy
• related staff
• school-based occupational therapist
• federal regulations
• occupational therapy practice framework