Contribution of a literacy-humanistic workshop on the self efficacy and quality of life of assistant teachers and on their attitudes towards cognitive modifiability in pupils with severe and complex cognitive disability (Hebrew)

The primary aim of the current study was to examine the contribution of a workshop on Literacy-Humanistic Education to the sense of self-efficacy and quality of life of teaching assistants, and their attitudes towards the cognitive modifiability of students with severe and profound intellectual disabilities

Research has shown that teaching assistants who performs their role properly are a valuable, high-quality, and significant human resource in the educational institution in general and for the students in particular (Verta, 2006; Kfir, 2010). To enhance professional knowledge and change perceptions and attitudes in this field, training for all role holders in the educational framework through workshops and professional development is required (Shavit & Reiter, 2016). Curriculum programs, empowerment workshops, and additional intervention methods improve all dimensions of the quality of life of the staff working with the students (Reiter, 1999; Shavit & Reiter, 2010; Shavit & Reiter, 2016). Moreover, when intervention and support were provided to staff working with students with intellectual disabilities, the staff reported high satisfaction and job fulfillment, unlike the staff who did not receive the intervention (Innstrand, 2004). The areas proposed for the training of teaching assistants include expanding theoretical knowledge, standards of professional practice, autonomy and professional ethics, decision-making processes, professional growth, self-efficacy, and teamwork. In the field of assistant training, it is also suggested to address their self-efficacy in performing professional tasks (Guberman, 2009; Kadosh, 2009).

Therefore, the current study was conducted among teaching assistant teams in two schools for students with severe and profound intellectual disabilities in Jerusalem. The study participants included (n=48) which were divided into two groups: an experimental group (n=24) and a control group (n=24). From each institute, the participants were randomly divided into the experimental group and the control group, 12 teaching assistants per group.

. The study included a workshop of five sessions (intervention) and a pre-and-post research design during which participants were asked to respond to the same questionnaires regarding: perceptions of the cognitive modifiability of the students, perceptions of the ability to implement a literacy-humanistic program, and perceptions of the assistants' own quality of life in terms of professional satisfaction, capability, productivity, and sense of belonging. The workshop in the experimental group included learning the literacy-humanistic curriculum which emphasizes cognitive-literacy development and the development of quality-of-life components for students with severe and profound intellectual disabilities. Additionally, the program included principles of quality of life in general and the role taking of the teaching assistants in schools for students with severe and profound intellectual disabilities.

The workshop in the control group included learning about the new special education law, the CEO circular for teaching assistants, the role definition of teaching assistants in frameworks for students with severe and profound intellectual disabilities, challenging student behavior in these frameworks, and Activities of Daily Living (ADL) among students.

The operational goals of the study were:

• To examine whether there would be differences between the groups regarding their perceptions cognitive modifiability of their students before and after participating in the workshop.
• To check whether there would be differences in the perception of self-efficacy to implement the principles of the curriculum before and after the workshop.
• To examine whether there would be differences in the perception of their own quality of life in terms of emotional well-being, personal development, and self-definition before and after participating in the workshop.
• To examine correlations between background variables (age, tenure, Gender and Previous professional development ) and dependent variables (perceptions of cognitive modifiability of the students, the teaching assistants' self-efficacy, and their perception of their own quality of life), as well as between the dependent variables themselves.
• To investigate the contribution of the workshop beyond the background variables.

The research hypotheses were:

• Teaching assistants in the experimental group would rate their students' cognitive modifiability, their self-efficacy in implementing the program, and their own quality of life in terms of emotional well-being, personal development, and self-definition higher after the workshop compared to the control group that did not participate in the workshop.
• Correlations would be found between background variables (age, tenure, Gender and Previous professional development) and dependent variables (perceptions of the cognitive modifiability of the students, teaching assistants' self-efficacy, and their perception of their own quality of life), as well as between the dependent variables themselves.
• The workshop would have a significant contribution to belief in the cognitive modifiability of students by teaching assistants, self-efficacy, and their quality of life beyond the background variables.

The results of the study were:

• Differences were found between the group of teaching assistants who participated in the workshop and the group of teaching assistants who did not participate in the workshop in terms of their self-efficacy and quality of life within their work context, but no differences were found regarding their attitudes towards cognitive modifiability of individuals with severe and profound intellectual disabilities.
• In terms of correlations between variables, only correlations within each dependent variable were found: perceptions of cognitive modifiability, self-efficacy, and their perception of their own quality of life.
• The workshop contributed to the teaching assistants' sense of self-efficacy and their perception of their own quality of life.

The findings of this study are consistent with researches on teaching assistant training. There is significant importance in their professional training to enhance their self-efficacy (Higgins, 2014). For example, training teaching assistants for effective skill mediation with students enhanced their sense of self-efficacy in daily work (Haj Yahia & Kfir, 2010; Shimoni, 2021; Douglas et al., 2014).

The study results showed that there was a significant improvement in the "emotional well-being," "personal development," and "self-definition" factors in the group that underwent the workshop. These findings are supported by additional similar research; for example, a study among teaching assistants who underwent training through a supportive learning group found increased job satisfaction (Ron, 2009; Tzur, 2022). Job satisfaction is one dimension of quality of life (Shalock, 1998; Greenbank, 2018). The workshop had an impact on the teaching assistants' perception of their quality of life, which has implications for their performance in the school. The mental well-being of educational staff at school is critical to its functioning (Wright & Bonett, 2007; Hattie, 2008; Bakker & Bal, 2010; Chang et al., 2017). There is a direct relationship between the mental well-being of educational staff and the mental well-being and progress of students (Taris, 2006; Salami, 2010; Lavy & Naama-Ghanyim, 2020). Regarding the first research hypothesis, which was not confirmed, it can be explained through understanding the process of attitude change. Research in the field of attitude change among teachers or students towards inclusion showed that attitude changes in the three components of attitude occurred following long-term learning that included theoretical learning, experiential learning, and practical experience (Reusen, Shoho & Barkker, 2000; Shade & Stewart, 2001; Avramidis & Norwich, 2002; Sik, 2007). In the current research, the workshop, as mentioned, was too short and included a very young team with no prior training and only about six months of experience. Therefore, they lacked all the necessary components, such as in-depth knowledge of the students or extensive knowledge about intellectual disabilities.

Based on the findings, it can be argued that as teaching assistants receive more tailored training within their work framework, their sense of self-efficacy and perception of their quality of life will increase. Research has found similar content affecting self-efficacy and quality of life of teaching assistants. For example, professional support and training within a supportive group framework created an environment where they learned and developed professionally, and their confidence and level of skills were positively impacted (Bernal, 2004; Webster et al., 2013).

The current research offers recommendations regarding training and professional development for aides working within the education system. These recommendations are supported by additional studies and a position paper prepared by the Knesset Research and Information Center (Monikdam-Givon, 2022). Our recommendations pertain to the scope of the training, its content, and the timing of its implementation. It is recommended that training sessions for aides be longer, including theoretical knowledge and active learning about disabilities, and feature literacy-humanistic curricula with an emphasis on quality-of-life principles. These sessions should be part of a continuum beginning with initial training provided before starting work and continuing during employment. Such training will enhance the belief in the potential for change in students with intellectual disabilities, as well as the self-efficacy and quality of life of the aides. As a result, the effectiveness of the aides' work within the educational framework for students with severe and profound intellectual disabilities will increase, as will their involvement in teamwork.