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… Click to show full abstract
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.
               
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