NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1124849
Record Type: Journal
Publication Date: 2017-Jan
Pages: 13
Abstractor: As Provided
ISSN: EISSN-1471-3802
Experiences of Paraprofessionals in US Preschool Special Education and General Education Classrooms
Brown, Tiara Saufley; Stanton-Chapman, Tina L.
Journal of Research in Special Educational Needs, v17 n1 p18-30 Jan 2017
A substantial challenge confronting public education systems across the world is the employment and retention of high-quality paraprofessionals (also known as teaching assistants and educational assistants). The current study expands upon previous research by employing a mixed methods design to examine the relationship between paraprofessionals' perceptions of their responsibilities and the corresponding satisfaction and issues relating to their job in the USA. Analytic induction through the generation of themes was used to analyse the qualitative data and revealed that paraprofessionals perceive or demonstrate issues relating to three primary domains: confusion of responsibilities in different contexts, relational power dynamics between paraprofessionals and teachers, and satisfaction based on both monetary compensation and recognition. In addition to the qualitative findings, researchers designed the paraprofessional perception survey, a quantitative survey measuring the concept of paraprofessional perceptions relating to their job. Results from the survey analysis revealed similar findings across domains. Additional results, practice implications and directions for future research are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A