Role Orientation of Certified Athletic Trainers at Institutions of Higher Education

Abstract

Objective: This study examined the role orientation hierarchy among teaching, research, service, and administrative responsibilities of certified athletic trainers (ATCs) employed at the collegiate level. Design and Setting: Four single response role orientation questions regarding their actual, ideal, promoted, and most appropriate role orientations were asked as part of a 45 question role complexity internet survey sent to 1,000 randomly selected collegiate ATCs. Subjects: Twenty-nine potential respondents were eliminated from the random sample after administration of the survey due to partial responses and missing data, illness, vacation and job changes. Therefore, out of 971 potential respondents, 348 usable responses were received for a 36% response rate. Measurements: Emphasizing or de-emphasizing each element of responsibility created sixteen different role orientation hierarchies involving teaching, service, research, and administration. Respondents chose one hierarchy to answer each of four questions about their actual, ideal, supervisor recommended, and feelings regarding the most appropriate role orientations for themselves and the profession. Results: Study participants report that service responsibilities were significant aspects of their job. Research was deemed as an important, appropriate, and promoted role orientation, but was not often reported as an actual role orientation. Actual role orientation hierarchies were closely aligned with supervisor expectations, with the exception of research, which was promoted more than it was performed. Conclusions: Collegiate ATCs view service responsibilities as important aspects of their job regardless of their job description, but are not performing research as much as they and their employers feel is important and appropriate for the profession.