Introduction: Leadership is a fundamental yet often overlooked aspect of occupational therapy (OT) practice. In OT education, leadership is commonly integrated into coursework and fieldwork experiences preparing students to navigate complex practice environments; however, there is recognition that the skills and qualities of leadership can be unclear and difficult to apply.
Objectives: This study examines how leadership is present and fostered within OT education and then applied in early entry-level practice.
Approach: Phase one used narrative inquiry, drawing from educator perspectives associated with management, education, and fieldwork. Researchers discovered themes related to the tacit wisdom that all OTs possess to promote and facilitate leadership in ways not routinely captured in frameworks associated with leadership. Using an anonymous qualitative survey, phase two will investigate how two recent cohorts of OT graduates perceive leadership and ask them to reflect on how the tacit wisdom and qualities of leadership were experienced during their education and translated into their early entry-level practice.
Results: Findings will explore recent graduate perspectives in relation to the themes discovered in phase one: 1) Leadership opportunities are diverse and constantly encountered; 2) It’s not your position, it’s how you engage; 3) Leadership includes naming and addressing contextualized ethical dilemmas; 4) Metacognitive skills for leadership can be identified, practiced, and developed; 5) Leadership is a commitment to growth, development and, at times, disruption.
Contribution to the occupational therapy profession: These findings intend to challenge traditional assumptions by advocating for a broader, more inclusive view of leadership in occupational therapy. By integrating leadership development into education, occupational therapists can drive meaningful change, enhance interdisciplinary collaboration, and strengthen the profession’s contributions across diverse practice settings.