Abstract
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.
Highlights
Teaching assistants (TAs) had been employed in Hong Kong primary, secondary, and special schools since 1997
In response to the implementation of the 2-year pilot project on inclusive education since 1997, coupled with the Hong Kong education reform in 2000 (Education Bureau [EDB], 2014), schools have been subsidized by the EDB to recruit more TAs to support students with special educational needs (SENs) in ordinary schools where SEN students are provided with opportunities to access the mainstream curriculum and to learn alongside their able peers for gaining essential lifelong learning experiences (EDB, 2012; Wong-Ratcliff & Ho, 2011)
The psychometric properties of TAs’ self-efficacy, work engagement, and job satisfaction scales were assessed by using Smart PLS 3.0 (Ringle et al, 2015)
Summary
Teaching assistants (TAs) had been employed in Hong Kong primary, secondary, and special schools since 1997. The Board of Education, Sub-Committee on Review of School Education (1997) recommended the recruitment of “Teaching Assistant” to alleviate the heavy workload of in-service teachers, including for the purpose of recording pupils’ test scores, compiling and performing data search for class preparation, preparing teaching aids, organizing class activities, as well as handling pupils’ disruptive behaviors (Chapter 10). With such support from TAs, teachers would be able to be relieved of their nonteaching duties and have more time to concentrate on teaching responsibilities. About 31.4% and 24.4% of those surveyed stated that they were discouraged by the heavy workload and long
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