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 特殊教育
  • EG 融合教育
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見
• M 教師與教師教育
  • MH 教師評鑑︰教師效能

Self-efficacy Work Engagement Job Satisfaction Teaching Assistants Inclusive Education

• Hong Kong

• 1997.7 onwards

• 專上教育

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.]

• 英文

期刊論文

• 21582440

• 10.1177/2158244020941008

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

2021-02-16