Journal Articles

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

Title:
Self-efficacy, work engagement, and job satisfaction among teaching assistants in Hong Kong’s inclusive education
Authors:
Source:
SAGE Open, 10(3), 2020
Publisher:
Sage Publications, Inc.
Year Published:
2020
Education Categories:
Keywords:
Self-efficacy Work Engagement Job Satisfaction Teaching Assistants Inclusive Education
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Post-Secondary Education
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.
[Copyright of SAGE Open is the property of Sage Publications, Inc.]
Language:
- English
Document Type:
Journal Articles
ISSN:
- 21582440
DOI:
- 10.1177/2158244020941008
Permalink:
https://bibliography.lib.eduhk.hk/en/bibs/c6965295
Entry Date:
2021-02-16