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

Higgins, Helen J. and Gulliford, Anthea (2014) Understanding teaching assistant self-efficacy in role and in training: its susceptibility to influence. Educational Psychology in Practice, 30 (2). pp. 120-138. ISSN 0266-7363

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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.

Item Type: Article
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.com/10.1080/02667363.2014.896250
Keywords: Teaching Assistant Self-efficacy Training Coach consult Role School Effectiveness
Schools/Departments: University of Nottingham UK Campus > Faculty of Science > School of Psychology
Depositing User: Gulliford, Anthea
Date Deposited: 23 Jul 2014 18:43
Last Modified: 13 Sep 2016 17:10
URI: http://eprints.nottingham.ac.uk/id/eprint/3260

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