Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong’s Inclusive Education

Edmund S.S. Chan, Sai Kin HO*, Flora F.L. Ip, Marina W Y WONG

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

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.

Original languageEnglish
JournalSAGE Open
Volume10
Issue number3
DOIs
Publication statusPublished - Jul 2020

Scopus Subject Areas

  • Arts and Humanities(all)
  • Social Sciences(all)

User-Defined Keywords

  • inclusive education
  • job satisfaction
  • self-efficacy
  • teaching assistants
  • work engagement

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