Skip to main content

Research Repository

See what's under the surface

Advanced Search

Understanding teaching assistant self-efficacy in role and in training: its susceptibility to influence

Higgins, Helen J.; Gulliford, Anthea

Authors

Helen J. Higgins

Anthea Gulliford anthea.gulliford@nottingham.ac.uk



Abstract

There has been a noted growth in the number of teaching assistants (TAs) in mainstream schools (DfE, 2013a). Research is inconclusive about their efficacy at changing outcomes for children (Alborz et al 2009; Blatchford et al, 2009) and has proposed more training for TAs (Russell et al, 2005). Generic training models have suggested that enhancing self-efficacy in turn improves performance. This exploratory study investigated factors that may influence TAs’ sense of self-efficacy and its susceptibility to influence in training. Following two modes of mode of school-based training by Educational Psychologists (EPs) data were collected from 14 mainstream secondary school TAs using focus groups. A thematic analysis noted themes regarding self-efficacy, aligned with Bandura’s (1977) sources of information, outcome expectations and whole school support and norms. Review of the data is likely to be able to guide potential trainers to coach consult strategies which are self-efficacy supportive and which address contextual factors including the perceived status of TAs in schools.

Journal Article Type Article
Publication Date Jan 1, 2014
Journal Educational Psychology in Practice
Print ISSN 0266-7363
Electronic ISSN 0266-7363
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 30
Issue 2
APA6 Citation Higgins, H. J., & Gulliford, A. (2014). Understanding teaching assistant self-efficacy in role and in training: its susceptibility to influence. Educational Psychology in Practice, 30(2), doi:10.1080/02667363.2014.896250
DOI https://doi.org/10.1080/02667363.2014.896250
Keywords Teaching Assistant
Self-efficacy
Training
Coach consult
Role
School
Effectiveness
Publisher URL http://www.tandfonline.com/doi/abs/10.1080/02667363.2014.896250
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis Group in Educational Psychology in Practice on 03/04/2014, available online: http://www.tandfonline....80/02667363.2014.896250

Files

Higgins_Gulliford_2014_Teaching_assistant_self-efficacy_PDF.pdf (398 Kb)
PDF

Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





Downloadable Citations

;