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

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Listed:
  • Edmund S. S. Chan
  • Sammy K. Ho
  • Flora F. L. Ip
  • Marina W. Y. Wong

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.

Suggested Citation

  • Edmund S. S. Chan & Sammy K. Ho & Flora F. L. Ip & Marina W. Y. Wong, 2020. "Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong’s Inclusive Education," SAGE Open, , vol. 10(3), pages 21582440209, July.
    • Handle: RePEc:sae:sagope:v:10:y:2020:i:3:p:2158244020941008
    DOI: 10.1177/2158244020941008
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    References listed on IDEAS

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    1. Irena Burić & Ivana Macuka, 2018. "Self-Efficacy, Emotions and Work Engagement Among Teachers: A Two Wave Cross-Lagged Analysis," Journal of Happiness Studies, Springer, vol. 19(7), pages 1917-1933, October.
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    Cited by:

    1. Cao Minh Anh Nguyen & Minh-Tri Ha, 2023. "The interplay between internal communication, employee engagement, job satisfaction, and employee loyalty in higher education institutions in Vietnam," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-13, December.
    2. Teresa Pozo-Rico & Raquel Gilar-Corbí & Andrea Izquierdo & Juan-Luis Castejón, 2020. "Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study," IJERPH, MDPI, vol. 17(22), pages 1-22, November.

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