Teachers’ Self-Efficacy When Working With Teacher Assistants: A Mixed Methods Study

This study examines teachers’ collaboration with teacher assistants through the self-efficacy construct. A mixed methods design guided the development of the new Self-Efficacy of Teachers when working with Teacher Assistants (SETTA) scale. Findings have implications for the way universities, education systems and schools address the role of teachers in engaging with TAs to support students with diverse learning needs. Recommendations for future research relate to teacher accreditation, initial teacher education programs, and ongoing professional development of practising teachers.