Self-efficacy, work engagement, and job satisfaction among teaching assistants in Hong Kong’s inclusive education

Self-efficacy, work engagement, and job satisfaction among teaching assistants in Hong Kong’s inclusive education

• Chan, Edmund S. S. Hong Kong Baptist University
• Ho, Sammy K. Hong Kong Baptist University
• Ip, Flora F. L. Hong Kong Baptist University
• Wong, Marina W. Y. Hong Kong Baptist University

SAGE Open, 10(3), 2020

Sage Publications, Inc.

2020

• E Special Education
  • EG Inclusive Education
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Self-efficacy Work Engagement Job Satisfaction Teaching Assistants Inclusive Education

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

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.
[Copyright of SAGE Open is the property of Sage Publications, Inc.]

• English

Journal Articles

• 21582440

• 10.1177/2158244020941008

https://bibliography.lib.eduhk.hk/en/bibs/c6965295

2021-02-16