The impact of working conditions on the UK’s teaching assistants
Bibliographic Data
| ID | 21511239 |
|---|---|
| Authors | Jermaine Ravalier (0000-0002-8418-4841, Bath Spa University, corresponding author), Joseph Walsh (0000-0002-4200-7687, Bath Spa University), E C Hoult (0000-0002-0627-3005, Northumbria University) |
| Year | 2021 |
| Volume | 47 |
| Issue | 6 |
| Pages | 787-804 |
| Publication date | 2021-11-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Oxford Review of Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-4985 • E-ISSN: 1465-3915 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03054985.2021.1895097 |
| OpenAlex | W3132918995 |
| Language | EN |
| Citations received | 2 |
| References cited | 46 |
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
Aggression · CLARITY · Developmental psychology · Management · Pedagogy · Applied Psychology · Collaborative Teaching and Inclusion · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology · Social Psychology
Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students
‘Management Standards’ work-related stress in the UK
Work stress precipitates depression and anxiety in young, working women and men
Chronic stress at work and the metabolic syndrome
The Job Demand-Control (-Support) Model and psychological well-being
Combined effects of job strain and social isolation on cardiovascular disease morbidity and mortality in a random sample of the Swedish male working population.
Ten years on
School climate and social–emotional learning
Teacher Wellbeing
Association of Psychosocial Risk Factors With Risk of Acute Myocardial Infarction in 11 119 Cases and 13 648 Controls From 52 Countries (The Interheart Study)
Stress, appraisal, and coping
Effects on teachers' self-efficacy and job satisfaction
Health inequalities among British civil servants
Police community support officers in England
Zero-hour contracts and stress in UK domiciliary care workers
Role stress—a methodological trap
School climate factors relating to teacher burnout
Leaving the teaching profession
How Teaching Conditions Predict Teacher Turnover in California Schools
Workplace Assaults on Nursing Assistants in US Nursing Homes
Social Worker Well-being
Restructuring Teachers’ Work and Trade Union Responses in England
Psychological Stress and the Human Immune System
Interaction of working conditions, job satisfaction, and sickness absences
New, normative, English-sample data for the Short Form Perceived Stress Scale (PSS-4)
A Global Measure of Perceived Stress
Power, empowerment, and person-centred care
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |