Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. Making a difference: A comparative study of the roles, responsibilities and perspectives of teacher aides in primary and secondary schools in New Zealand A thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Palmerston North, New Zealand. Mignon Josette Stevenson 2012 ii ABSTRACT Teacher aides are used in the majority of primary and secondary schools in New Zealand to assist teachers in supporting students with many diverse needs. They play a crucial role in the extent to which students with diverse needs are fully included in mainstream schools. The nature of their work has changed over the years, so as to meet the goals of inclusive education. The work of teacher aides is primarily related to the different structures operating within primary and secondary schools. This study used mixed methods methodology to compare the roles, responsibilities and perspectives of 21 teacher aides working in primary and secondary schools in a single geographical area on the North Island of New Zealand. Questionnaires, job descriptions and semi-structured interviews were used to gain an understanding of the roles, responsibilities and perspectives of teacher aides in both types of schools. The study found that teacher aides generally carried out a diverse range of tasks, provided support at different levels and had high levels of responsibility. The main themes that were identified related to teacher aide training and professional development, relationships, personal and cultural factors, challenges, funding and school systems. The study found that there were more similarities than differences between teacher aides working in primary and secondary schools and that the teacher aides? roles and responsibilities were related to perceived ability to include students with diverse needs. The study concludes with implications for further research, policy and practice. These focus on primary and secondary teacher aide training and the inclusion of a wider variety of perspectives and factors related to the ability of teacher aides to make a difference for students with diverse needs in New Zealand. iii CANDIDATE?S STATEMENT I certify that this report is the result of my own work except where otherwise acknowledged and has not been submitted, in part or in full, for any other papers or degrees for which credit or qualifications have been granted. Mignon J Stevenson 2012 iv ACKNOWLEDGEMENTS My grateful thanks go to my supervisors, Jean Annan and Roberta Hunter, for their positive encouragement, continued patience and assistance in getting this thesis completed. I especially appreciated the interest they showed in the topic of teacher aides and their affirmation that this thesis will be a useful addition to educational research in New Zealand. My heartfelt thanks go to the teacher aides who agreed to participate in this study. I am humbled by their willingness to discuss their experiences openly and honestly and their flexibility in accommodating me. They are all wonderful people who care deeply for the wellbeing of our young people and their schools are privileged to have them. I would also like to thank the principals of the schools for their interest and openness to educational research and for helping me to gain access to their teacher aides. Your support enabled me to get a positive response from the teacher aides, so that this research study could proceed smoothly. Lastly, thank you to my husband, Murray, my mum, Ada and my children, Kirsty, Robin, Aim?e and Kendal. They have always loved and supported me. v TABLE OF CONTENTS TITLE PAGE ABSTRACT ii CANDIDATE?S STATEMENT iii ACKNOWLEDGEMENTS iv TABLE OF CONTENTS v LIST OF APPENDICES ix 1. INTRODUCTION 1 1.1. Background and Justification for this Study 1 1.2. Overview 3 2. LITERATURE REVIEW 4 2.1. Introduction 4 2.2. Teacher Aide Roles and Responsibilities 6 2.3. High Levels of Responsibility 8 2.4. Training and Professional Development 9 2.5. Paraprofessional Proximity 9 2.6. Respect and Recognition 10 2.7. Personal Attributes and Approaches Towards Inclusion 11 2.8. Conclusion 12 3. METHOD 13 3.1. Methodology 13 3.1.1. Theoretical Background 14 3.2. Research Design 14 3.2.1. Research Questions 14 3.2.2. Participant Selection and Recruitment 15 3.2.3. Consent 15 3.2.4. Data Collection 16 vi 3.2.4.1. Quantitative Data 16 3.2.4.2. Qualitative Data 17 3.2.5. Data Analysis 18 3.2.5.1. Quantitative Data 18 3.2.5.2. Qualitative Data 19 3.2.5.3. Comparative Analysis 19 3.3. Limitations 20 3.4. Ethical Considerations 20 4. RESULTS 22 4.1. Participant Demographics 22 4.2. Teacher Aide Roles and Responsibilities 23 4.2.1. Introduction 23 4.2.2. Primary School Teacher Aide Roles and Responsibilities 23 4.2.2.1. Levels of Support 24 4.2.2.2. Diversity of Roles and Responsibilities 25 4.2.2.3. High Levels of Responsibility 28 4.2.3. Secondary School Teacher Aide Roles and Responsibilities 30 4.2.3.1. Levels of Support 31 4.2.3.2. Diversity of Roles and Responsibilities 31 4.2.3.3. High Levels of Responsibility 35 4.3. Teacher Aide Perceptions: Job Satisfaction, Self-Efficacy and Extent of Ability to Make a Positive Difference for Students with Diverse Needs 37 4.3.1. Primary School Teacher Aides 37 4.3.2. Secondary School Teacher Aides 38 4.4. Teacher Aide Perceptions: Factors which Contribute to Making a Positive Difference for Students with Diverse Needs 40 4.4.1. Primary School Teacher Aides 40 4.4.1.1. Training and Professional Development 40 4.4.1.2. Relationships 40 4.4.1.3. Personal Factors 42 4.4.1.4. Challenges 43 4.4.1.5. Cultural Factors 44 4.4.1.6. Funding 44 vii 4.4.1.7. School Systems 45 4.4.2. Secondary School Teacher Aides 45 4.4.2.1. Training and Professional Development 45 4.4.2.2. Relationships 46 4.4.2.3. Personal Factors 47 4.4.2.4. Challenges 48 4.4.2.5. Cultural Factors 49 4.4.2.6. Funding 50 4.4.2.7. School Systems 50 4.5. Summary 51 5. COMPARATIVE ANALYSIS 52 5.1. Similarities 52 5.1.1. Roles and Responsibilities 52 5.1.2. Teacher Aide Perceptions: Job Satisfaction, Self-Efficacy and Extent of Ability to Make a Positive Difference for Students with Diverse Needs 53 5.1.3. Teacher Aide Perceptions: Factors which Contribute to Making a Positive Difference for Students with Diverse Needs 53 5.2. Differences 54 5.2.1. Roles and Responsibilities 54 5.2.2. Teacher Aide Perceptions: Job Satisfaction, Self-Efficacy and Extent of Ability to Make a Positive Difference for Students with Diverse Needs 56 5.2.3. Teacher Aide Perceptions: Factors which Contribute to Making a Positive Difference for Students with Diverse Needs 57 5.3. Summary 58 6. DISCUSSION AND CONCLUSION 59 6.1. Discussion of Research Findings 59 6.1.1. Levels of Support 59 6.1.2. Social and Emotional Support for Students 60 6.1.3. Working with Others 60 6.1.4. Respect and Recognition 61 viii 6.1.5. Clarity of Roles and Responsibilities 61 6.1.6. Paraprofessional Proximity 62 6.1.7. Training and Professional Development 62 6.1.8. Personal Factors 63 6.2. Implications for Further Research, Policy and Practice 64 6.3. Limitations of the Study 64 6.4. Closing Thoughts 64 7. REFERENCES 66 8. APPENDICES 73 ix Appendix A: Informed Consent Forms: Principals and Teacher Aides Appendix B: Information Sheets: Principals and Teacher Aides Appendix C: Letter of Request: Principals Appendix D: Teacher Aide Questionnaire Appendix E: Interview Schedule Appendix F: Tables Appendix G: Figures