Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfaction

Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfaction

• Yang, Lan The Education University of Hong Kong
• Lee, Chi Kin John The Education University of Hong Kong
• Zhang, Di The Education University of Hong Kong
• Chen, Junjun The Education University of Hong Kong

Teachers and Teaching: Theory and Practice, 2023

Routledge

2023

• M Teachers & Education for Teachers
  • MC Teachers' Certification, Employment & Salary

Teaching Assistants Well-being Emotions Job Satisfaction Primary Education

• Hong Kong

• 1997.7 onwards

• Primary Education

• View Full Text 全文連結

While teaching assistants (TAs) have experienced various employment challenges, little research has been done to examine factors affecting their well-being. Based on an extended Control-Value model in studying teachers’ emotions and well-being, the present study examined the relationship between primary school TAs’ Control-Value variables in the context of formative feedback practice (abbreviated as TFBCV), their emotional well-being, and other well-being indicators. 305 TAs from 184 primary schools in Hong Kong participated in this survey study. Usually, there is at least one TA to support students with special educational needs in each mainstream school in Hong Kong. This sample represents 39% of primary schools in Hong Kong given that each school has one TA to join this study and these participating schools. The results supported our hypotheses that TFBCV has significant direct effects on both a combined positive emotion and the two discrete positive emotions (Joy and Love). TFBCV also has a significant indirect effect on job satisfaction via positive emotions. Interestingly, job stress was nearly uncorrelated with TFBCV and positive emotions. We discuss implications for extending teacher well-being research to include the ‘missing’ but essential piece of TAs in the current literature. Copyright © 2023 The Author(s).

• English

Journal Articles

• 13540602

• 10.1080/13540602.2023.2265825

https://bibliography.lib.eduhk.hk/en/bibs/730470dc

2024-03-14