Understanding teaching assistant self-efficacy in role and in training: its susceptibility to influence

Higgins, Helen J.; Gulliford, Anthea

doi:10.1080/02667363.2014.896250

Cited by 8 publications

(4 citation statements)

References 42 publications

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“…All participants in this study were encouraged to attend a wide range of in service training and CPD organised by the SENCo, subject to sufficient funding. This practice concurs with findings by Bignold and Barbera (2012) and Higgins and Gulliford (2014) who advise that support staff should have access to CPD as well as teachers.…”

Section: Discussionsupporting

confidence: 88%

Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment

Kendall

2018

Education 3-13

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Section: Discussionsupporting

confidence: 88%

Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment

Kendall

2018

Education 3-13

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“…The experiences of TAs is under-researched compared with teachers, so this is an area that is worth exploring. Little research has been conducted to examine the relationships among self-efficacy, work engagement, and job satisfaction of TAs (e.g., Higgins & Gulliford, 2014). The following empirical evidence and theories are therefore reviewed on sources related to teachers.…”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong’s Inclusive Education

Chan

et al. 2020

Sage Open

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The number of teaching assistants (TAs) working in mainstream schools has soared in recent years as students with special educational needs (SEN) are integrated into regular classrooms. However, research on TAs is rare. This study investigated whether and how work engagement mediates the relationship between self-efficacy and job satisfaction among 292 Chinese TAs working in Hong Kong mainstream schools. Survey data were analyzed using partial least squares structural equation modeling (PLS-SEM). Supported by the social cognitive theory of self-efficacy and self-determination theory of work engagement, our results showed that TAs’ self-efficacy is positively related to their job satisfaction through the mediation of work engagement. Implications for an appropriate focus on enhancing TAs’ self-efficacy through classroom experiences and training courses are discussed.

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“…Inclusion promises an educational setting design, so that every child can have equal access to education with their full acceptance, regardless of their background information or individual differences. Although not all teaching assistants (TAs) work with pupils with SEND, the enrolment of more pupils with SEND in mainstream classrooms and the successful implementation of inclusion in mainstream schools has led to the increasing employment of TAs at a national and international level (Higgins and Gulliford, 2014). According to the last Department for Education (DfE) statistics, the number of TAs working in England increased more than five times from 50,800 in 1995 to 265,600 in 2016 (Department for Education, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Training Process of Teaching Assistants Who Mostly Teach Pupils With Send in Mainstream Classrooms

Emre¹

2019

Proceedings of the 7th Teaching &Amp; Education Conference, London

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Inclusive education has become increasingly valued every year over the past decade within the implementation of education. Regarding this, the training situations of Teaching Assistants (TAs) is gaining more importance when working with pupils with SEND (special educational needs and disabilities) in mainstream education classrooms. This proposed study is an exploration of the training factors that influence the role of TAs when teaching students with SEND in mainstream classrooms in England during their one-year training. I will adopt an interpretivist approach, using a multiple case study design to explore the degree of relationship between the training factors and the role implementation of TAs when teaching pupils with SEND in mainstream classrooms in England during an eight-month period. This proposed multi-method study will feature 12 case studies, and each of those case studies will involve a trainee TA. By using the semi-structured interview and non-participant observation methods for each of the case studies, through this proposed study I am seeking to make a meaningful contribution to educational knowledge in different ways. My aim is to increase the understanding of the influence level of training on TAs' personal knowledge and professional skills. This should further our understanding of the connection between TAs' training and the quality, nature and differentiation of education in the classroom. I am also seeking to find out whether there is a gap between the training of TAs and the role requirements of TAs, regarding the teaching of students with SEND in mainstream classrooms.

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Understanding teaching assistant self-efficacy in role and in training: its susceptibility to influence

Cited by 8 publications

References 42 publications

Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment

Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment

Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong’s Inclusive Education

The Training Process of Teaching Assistants Who Mostly Teach Pupils With Send in Mainstream Classrooms

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