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The impact of emotional literacy support assistant training on teaching assistants’ own trait-emotional intelligence and self-efficacy and their perceptions in relation to their future role

Rees, Carys 2016. The impact of emotional literacy support assistant training on teaching assistants’ own trait-emotional intelligence and self-efficacy and their perceptions in relation to their future role. DEdPsy Thesis, Cardiff University.
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Abstract

The role of TAs has changed considerably from that of supporting teachers and children with additional learning needs to that of providing emotional support and personal and social development (Groom, 2006). Consequently, the Emotional Literacy Support Assistant (ELSA) programme was developed (Burton, 2009) as a training programme to develop the skills of teaching assistants (TAs) in schools to provide emotional support for children in their schools. However, their effectiveness in delivering this programme is likely to be governed by levels of self-efficacy, that is, the belief they have about their capabilities (Gibbs, 2002; Tschannen-Moran, Woolfolk-Hoy & Hoy, 1998). Self-efficacy beliefs are predicted by the components of trait-emotional intelligence (Chan, 2004) and there is a need for research exploring the relationship between school staff emotions and efficacy beliefs (Emmer & Hickman, 1991). This research utilises a multi-methods approach exploring the self-efficacy and trait-emotional intelligence of TAs before and after having completed the ELSA training and the perceptions TAs have regarding their future role. Statistical analysis of the quantitative data collected from the questionnaires revealed that the self-efficacy and trait-emotional intelligence scores of the participants increased after having completed the ELSA training. Thematic analysis of the qualitative data collected from the focus group revealed that TAs identified issues that influenced their perceptions of their future roles as ELSA both negatively and positively. The four main themes were identified, with sub themes and subordinate themes. The overarching main theme identified was ‘systemic issues’ as the main concern with the sub themes ‘lack of support from school’ and ‘lack of self-efficacy for the role’. The second occurring main theme was ‘improved knowledge and understanding’ with the sub themes ‘value of the ELSA role & training’ and ‘a better understanding of the ELSA values’. The third occurring main theme was ‘benefits of ELSA for children and TAs’, with the sub themes ‘developing personal skills’ and ‘benefits for children’. The final occurring main theme was and ‘low self-efficacy and confidence’ with the sub themes ‘self-efficacy for the ELSA role’ and ‘fears and loneliness of ELSA role’.

Item Type: Thesis (DEdPsy)
Date Type: Publication
Status: Unpublished
Schools: Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Date of First Compliant Deposit: 12 October 2016
Last Modified: 20 Jul 2017 04:59
URI: http://orca-mwe.cf.ac.uk/id/eprint/95293

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