Teacher Assistants Working with Students with Disability: The Role of Adaptability in Enhancing Their Workplace Wellbeing

Autor/inn/en	Martin, Andrew J.; Strnadová, Iva; Nemec, Zbynek; Hájková, Vanda; Kvetonová, Lea
Titel	Teacher Assistants Working with Students with Disability: The Role of Adaptability in Enhancing Their Workplace Wellbeing
Quelle	In: International Journal of Inclusive Education, 25 (2021) 5, S.565-587 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Andrew J.) ORCID (Strnadová, Iva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1563646
Schlagwörter	Teacher Aides; Students with Disabilities; Work Environment; Well Being; Job Satisfaction; Participation; Self Concept; Motivation; Adjustment (to Environment); Predictor Variables; Psychological Patterns; Inclusion; Individual Characteristics; Elementary Secondary Education; Foreign Countries; Czech Republic + Suchen Sie Ihr Suchwort? Handreichung; Lehrerhilfe; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Arbeitsmilieu; Well-being; Wellness; Wohlbefinden; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Teilnahme; Selbstkonzept; psychologische; Motivation (psychologisch); Prädiktor; Inklusion; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Ausland; Tschechische Republik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01