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

IF 1.9 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Teachers and Teaching Pub Date : 2023-10-05 DOI:10.1080/13540602.2023.2265825
Lan Yang, John Chi-Kin Lee, Di Zhang, Junjun Chen
{"title":"Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfaction","authors":"Lan Yang, John Chi-Kin Lee, Di Zhang, Junjun Chen","doi":"10.1080/13540602.2023.2265825","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":"72 1","pages":"0"},"PeriodicalIF":1.9000,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teachers and Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13540602.2023.2265825","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

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.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
助教自我效能感、情绪幸福感与工作满意度的关系研究
虽然助教(助教)经历了各种各样的就业挑战,但很少有研究调查影响他们幸福感的因素。本研究基于教师情绪与幸福感研究的扩展控制-价值模型,考察了形成性反馈实践(简称TFBCV)背景下小学教师的控制-价值变量与教师情绪幸福感及其他幸福感指标之间的关系。来自本港184所小学的305名助教参与了这项调查研究。在香港,每所主流学校通常至少有一名助教协助有特殊教育需要的学生。这个样本代表全港39%的小学,因为每所学校有一名助教参加这项研究,而这些参与研究的学校。结果支持了我们的假设,即TFBCV对组合积极情绪和两种离散积极情绪(喜悦和爱)都有显著的直接影响。TFBCV通过积极情绪对工作满意度也有显著的间接影响。有趣的是,工作压力与TFBCV和积极情绪几乎不相关。我们讨论了扩展教师幸福感研究的意义,以包括当前文献中“缺失”但重要的助教部分。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Teachers and Teaching
Teachers and Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
7.40%
发文量
71
期刊介绍: Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers" work and other research of professional interest.
期刊最新文献
A psychosocial reading of teacher agency Empowering emerging teacher leaders: insights from a self-study community of practice Racial microaggressions on the initial teacher education programmes: implications for minority ethnic teacher retention ‘Not elsewhere specified’: a case study of preservice teachers’ perceptions and practices of outdoor learning Looking back to move forward: re-examining “alternative” certification as a site for teacher learning
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1