Teacher assistants working with students with disability: the role of adaptability in enhancing their workplace wellbeing

ABSTRACT

There is much research into teachers’ workplace wellbeing, but very little research investigating teacher assistants’ wellbeing in the workplace – especially those who work in classrooms where students with a disability are present. Research among teachers has identified adaptability as a key to their workplace wellbeing. Following this research, among a sample of 128 teacher assistants who work in classrooms where students with a disability are present, we explored four workplace wellbeing outcomes (workplace enjoyment, participation, self-concept, and motivation) and the role of adaptability in predicting these wellbeing outcomes. Hierarchical path analysis showed that teacher assistants who were adaptable demonstrated significantly higher workplace enjoyment, participation, self-concept, and motivation. Findings suggest workplace adaptability as a critical element of workplace wellbeing for teacher assistants who support students with disability.

KEYWORDS:

• Teacher assistants
• disability
• adaptability
• workplace wellbeing
• inclusive classrooms

Acknowledgements

The authors would like to express their sincere gratitude to the participating teacher assistants for taking time to participate in this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Andrew J. Martin, PhD, is Scientia Professor, Professor of Educational Psychology, and Co-Chair of the Educational Psychology Research Group in the School of Education at the University of New South Wales, Australia specializing in motivation, engagement, achievement, and quantitative research methods. He is also Honorary Research Fellow in the Department of Education at the University of Oxford, Honorary Professor in the School of Education and Social Work at the University of Sydney, and a Registered Educational Psychologist. He has written over 200 peer reviewed journal articles, 65 peer-reviewed chapters, and over 90 publications for professional and lay audiences (e.g., teachers, parents, psychologists, counsellors).

Iva Strnadová, PhD is Professor in Special Education and Disability Studies at the University of New South Wales Sydney, School of Education. Her research aims to contribute to a better understanding and the improvement of life experiences of people with disabilities. Her on-going research interests include transitions in the lives of people with disabilities, across the lifespan experiences of families caring for a child with a disability, women with intellectual disabilities, inclusive research, and inclusive education. Iva has written 138 publications, including (but not limited to) 11 books, 47 book chapters and 58 peerrefereed journal articles published in prestigious peer-reviewed journals. Prior to her academic career, Iva worked for seven years with adults with intellectual disabilities and with autism.

Zbyněk Němec, Ph.D. is Senior lecturer at Charles University in Prague (Czech Republic), the Department of Special Education. In his research and education activities Zbyněk is engaged in the work of teacher assistants and issues related to education of students from ethnic minorities or socially disadvantaged backgrounds. Prior to his academic career, Zbyněk has worked with children and youth with physical and intellectual disabilities for 10 years. He also worked in school counselling for three years. Zbyněk Němec is a member of the Czech Society for Inclusive Education since 2015. He has also collaborated with an association New School, which supports students from socially excluded localities for more than five years.

Vanda Hájková, Ph.D. is Associate Professor at Charles University in Prague (Czech Republic), the Department of Special Education. Since 2003 she is the President of Somatopedická společnost, o. s, a professionally oriented non-governmental organisation, which gathers professionals from schools and school facilities in the Czech Republic working with children and youth with physical impairment, or who are chronically ill. Since 2011 she is a Board member of the Czech Society for Inclusive Education, an association aimed at securing quality education in mainstream schools for every child.

Lea Květoňová, Ph.D. is Associate Professor at Charles University in Prague (Czech Republic), the Department of Special Education. Since 2004 she is the appointed Head of Department. Her on-going research interests include issues relevant to people with visual impairments.

Additional information

Funding

This work was approved and supported by the Czech Science Foundation (GACR) in the Czech Republic, under the research grant Preconceptions, construction and reconstruction of teaching assistants’ professional identity [project number GAČR 17-07101S].