The Voices of Teaching Assistants (Are We Value for Money?)

Abstract

This research gave voice to teaching assistants, exploring their experiences and perceptions. A small-scale case study approach was adopted, which aimed to interpret and explain human actions and thought through descriptions, capturing first person accounts. Qualitative data was collected from two focus group interviews. Participants were employed by Primary, Secondary and Special Schools. The research found that the main entry route into the role of teaching assistant was that of parent-helper. Previous skills and experience were not drawn upon or utilised by the schools. Differences in job titles were not reflected by the roles performed by the participants. For teaching assistants to be considered to provide ‘value for money’ a different approach to their deployment is required. The message voiced by teaching assistants was that there needs to be a clear career and related pay structure, with relevant job descriptions, which takes experience and qualifications into account.