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

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F18%3A10385216" target="_blank" >RIV/00216208:11410/18:10385216 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=bQXmzX59t2" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=bQXmzX59t2</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/13603116.2018.1563646" target="_blank" >10.1080/13603116.2018.1563646</a>

Result language
angličtina
Original language name
Teacher assistants working with students with disability: the role of adaptability in enhancing their workplace wellbeing
Original language description
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.
Czech name
—
Czech description
—

Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
—
OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project
<a href="/en/project/GA17-07101S" target="_blank" >GA17-07101S: Preconceptions, construction and reconstruction of teaching assistants’ professional identity</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year
2018
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Similar results(10)