ABSTRACT

Teaching assistants (TAs) in the United Kingdom typically work with students with additional and special needs, including the most challenging and vulnerable pupils, in low paid, precarious roles. However, no research has examined how organisational factors such as job demand, control, and support can influence TAs' wellbeing, despite recent evidence demonstrating the importance of organisational factors to teacher wellbeing. Using a large-scale questionnaire approach, data from 2,957 UK TAs investigated the extent to which job demands, control, role clarity, peer- and management-support, organisational change, relationship quality, and student and parental behaviour contribute to perceived stress. Results show that job demands and control consistently contribute to increased perceived stress in TAs regardless of the phase of school in which they are based. There is also some evidence that TAs experience aggression from pupils and parents. For primary-based TAs, a broader range of factors contribute to stress, including levels of support and negative pupil behaviour. Implications are subsequently discussed, with reference to the TAs themselves and the culture of schools in which they work, as are suggestions of the implications for the children in their care. Suggestions for future research and intervention are also discussed.

摘要

英国的助教 (TA) 通常与有额外和特殊需求的学生一起工作，包括最具挑战性和最脆弱的学生，他们的职位收入低且不稳定。然而，尽管最近的证据表明组织因素对教师幸福感的重要性，但没有研究调查工作需求、控制和支持等组织因素如何影响助教的幸福感。使用大规模问卷方法，来自 2,957 名英国助教的数据调查了工作需求、控制、角色清晰度、同伴和管理支持、组织变革、关系质量以及学生和家长行为对感知压力的影响程度。结果表明，无论助教所处的学校阶段如何，工作需求和控制始终会增加助教的感知压力。还有一些证据表明助教会受到学生和家长的攻击。对于小学助教而言，导致压力的因素范围更广，包括支持水平和学生的消极行为。随后，参考助教本身和他们工作的学校文化，以及对他们照料的儿童的影响的建议，讨论了这些影响。还讨论了对未来研究和干预的建议。包括支持水平和消极的学生行为。随后，参考助教本身和他们工作的学校文化，以及对他们照料的儿童的影响的建议，讨论了这些影响。还讨论了对未来研究和干预的建议。包括支持水平和消极的学生行为。随后，参考助教本身和他们工作的学校文化，以及对他们照料的儿童的影响的建议，讨论了这些影响。还讨论了对未来研究和干预的建议。