Teacher assistants working with students with disability: the role of adaptability in enhancing their workplace wellbeing

Martin, Andrew J.; Strnadová, Iva; Němec, Zbyněk; Hájková, Vanda; Květoňová, Lea

doi:10.1080/13603116.2018.1563646

Cited by 23 publications

(18 citation statements)

References 49 publications

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“…Indeed, adaptability has been linked with a range of positive teacher and student outcomes. For example, researchers have demonstrated that more adaptable teachers tend to be motivated (Martin et al, 2019), engaged (Collie et al, 2018), and adjust their practices to meet the needs of their students (Loughland & Alonzo, 2019). Of relevance to the current study, Collie and Martin (2017) reported that when teachers were more adaptable, they also tended to report higher levels of psychological wellbeing and organisational commitment.…”

Section: Adaptabilitymentioning

confidence: 74%

University lecturers’ adaptability: examining links with perceived autonomy support, organisational commitment, and psychological wellbeing

Holliman¹,

Revill-Keen

Waldeck

2020

Teaching Education

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In this study, we examined associations between university lecturers' perceived autonomy support (PAS), adaptability, organisational commitment, and psychological wellbeing. A sample of university lecturers (N = 102) from a single ex-polytechnic higher education institution in the United Kingdom completed validated scales for each construct in the spring term. Inspired by prior work in pre-tertiary education with schoolteachers, a conceptual model of predicted relations was developed and tested using structural equation modelling (SEM). Findings showed that PAS was positively associated with lecturers' adaptability, organisational commitment, and psychological wellbeing; however, adaptability was unable to influence these outcomes independently of its association with PAS. The findings extend prior work with schoolteachers suggesting that, while adaptability is of importance, its influence may be more salient at pre-tertiary level-where there is typically heightened regulation and lower autonomy-and less salient when autonomy options are wider, as is the case in higher education.

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Section: Adaptabilitymentioning

confidence: 74%

University lecturers’ adaptability: examining links with perceived autonomy support, organisational commitment, and psychological wellbeing

Holliman¹,

Revill-Keen

Waldeck

2020

Teaching Education

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“…However, surveys show that most teachers have some degree of psychological problems, often feeling the effects of a heavy workload and psychological pressure, which seriously influences the quality of teaching [ 6 , 7 ]. Some researchers propose that workplace well-being is a pivotal index to measure the mental state of teachers [ 8 ]. Workplace well-being refers to the employee’s feelings about their work; the positive emotions they feel in work experience are more than negative [ 9 , 10 ].…”

Section: Introductionmentioning

confidence: 99%

How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition

Sun

Guo

et al. 2022

IJERPH

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Previous studies found that teachers’ psychological capital positively affects their workplace well-being. However, the underlying internal mechanism behind this relationship remains ambiguous. The current study aimed to investigate the effects of ego-resiliency and work-meaning cognition on this relationship among Chinese teachers. The questionnaire, including the psychology capital scale (PCS), workplace well-being subscale (WWBS), Psychological Empowerment Scale (PESS), and Ego-Resiliency Scale (ERS), was used to collect data points from 1388 primary and secondary school teachers. The results reveal that: (1) teachers’ psychological capital positively predicts workplace well-being; (2) work-meaning cognition mediates the relationship between teachers’ psychological capital and workplace well-being; (3) the influence of work-meaning cognition on the relationship between teachers’ psychological capital and workplace well-being is moderated by ego-resiliency. These findings explore the factors that affect well-being and point to potential ways to enhance teachers’ workplace well-being.

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“…En el marco de una educación inclusiva existe una necesidad de repensar el actual modelo de apoyo al alumnado. Numerosas investigaciones han puesto de manifiesto que entre las competencias principales de estos profesionales debe primar la consolidación de un trabajo colaborativo y reflexivo, que se aleja, por lo tanto, de la perspectiva terapéutica que les viene caracterizando (Brodin & Lindstrand, 2007;Cole, 2005;Dukes & Lamer Dukes, 2005;Moya 2012;Parrilla, 1996;Nilholm, Almqvist, Göransson, & Lindqvist, 2013;Sandoval, Simón & Echeita, 2018;Martin, Strnadová, & Němec, 2019). Igualmente se ha enfatizado, en numerosas ocasiones, que deberían ser destinatarios de apoyo otros agentes, como el profesorado o las familias, en definitiva, el propio centro, tomado éste como espacio que presenta determinadas necesidades.…”

Section: Introductionunclassified

El desempeño profesional del profesorado de apoyo y sus aportaciones al desarrollo de una educación inclusiva

Mena¹,

Vázquez²,

Rueda³

et al. 2019

publicaciones

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Uno de los pilares sobre los que se sustenta la educación inclusiva exige, entre otras condiciones, el cuestionamiento del rol del profesorado de apoyo. En este marco, es necesario conocer las funciones que realizan los profesionales de apoyo en los centros y sus propuestas vinculadas con la educación inclusiva. El estudio que se presenta muestra este doble objetivo. Por un lado, identificar las tareas y funciones reales que viene realizando el profesorado de apoyo en los centros educativos y, por otro lado, describir las funciones y/o tareas que estos profesionales consideran tendrían que desempeñar para facilitar apoyos más eficaces desde la perspectiva inclusiva. El estudio se plantea desde una metodología mixta a través de cuestionarios y grupos de discusión. Los cuestionarios fueron cumplimentados por 119 docentes de centros públicos y concertados de la Comunidad de Madrid, de los que 37 participaron, además, en grupos de discusión. Entre las conclusiones más relevantes destacan que los maestros y maestras de apoyo demandan que el apoyo se realice dentro del aula y mayor tiempo de trabajo conjunto con los docentes.

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Teacher assistants working with students with disability: the role of adaptability in enhancing their workplace wellbeing

Cited by 23 publications

References 49 publications

University lecturers’ adaptability: examining links with perceived autonomy support, organisational commitment, and psychological wellbeing

University lecturers’ adaptability: examining links with perceived autonomy support, organisational commitment, and psychological wellbeing

How Does Teachers’ Psychological Capital Influence Workplace Well-Being? A Moderated Mediation Model of Ego-Resiliency and Work-Meaning Cognition

El desempeño profesional del profesorado de apoyo y sus aportaciones al desarrollo de una educación inclusiva

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