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

Edmund S.S. Chan; Sammy K.  Ho; Flora F. L.  Ip; Marina W. Y.  Wong

doi:10.1177/2158244020941008

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

Edmund S.S. Chan, Sammy K. Ho^*, Flora F. L. Ip, Marina W. Y. Wong

^*Corresponding author for this work

Research output: Contribution to journal › Journal article › peer-review

44 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 language	English
Journal	SAGE Open
Volume	10
Issue number	3
DOIs	https://doi.org/10.1177/2158244020941008
Publication status	Published - 1 Jul 2020

Scopus Subject Areas

General Arts and Humanities
General Social Sciences

User-Defined Keywords

inclusive education
job satisfaction
self-efficacy
teaching assistants
work engagement

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1177/2158244020941008

Cite this

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title = "Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong{\textquoteright}s Inclusive 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{\textquoteright} self-efficacy is positively related to their job satisfaction through the mediation of work engagement. Implications for an appropriate focus on enhancing TAs{\textquoteright} self-efficacy through classroom experiences and training courses are discussed.",

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author = "Chan, {Edmund S.S.} and Ho, {Sammy K.} and Ip, {Flora F. L.} and Wong, {Marina W. Y.}",

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AU - Chan, Edmund S.S.

AU - Ho, Sammy K.

AU - Ip, Flora F. L.

AU - Wong, Marina W. Y.

N1 - Funding information: The author(s) received no financial support for the research, authorship, and/or publication of this article. Publisher copyright: © The Author(s) 2020

PY - 2020/7/1

Y1 - 2020/7/1

N2 - 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.

AB - 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.

KW - inclusive education

KW - job satisfaction

KW - self-efficacy

KW - teaching assistants

KW - work engagement

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

Abstract

Scopus Subject Areas

User-Defined Keywords

UN SDGs

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