Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Labat, Myron

Committee Member

Chesser, Brecken

Committee Member

McMullen, Leigh Ann

Committee Member

Tharpe, Paula

Date of Degree

8-7-2025

Original embargo terms

Visible MSU Only 6 months

Document Type

Dissertation - Campus Access Only

Major

Education (P-12 School Leadership)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Department of Teacher Education and Leadership

Abstract

This research study investigated the role perceptions, motivating factors, and perceptions of job satisfaction from the perspective of elementary teacher assistants. While key in the field of education, research focused on the position of teacher assistant is lacking, suggesting the need for a critical view of the role. A qualitative study was designed to examine the key components of the perceptions of job satisfaction, the motivating factors leading to it, and the perceptions of the position through the lens of the teacher assistant. Five elementary teacher assistants from a single school in a southern state participated in semi-structured interviews. Key findings include that teacher assistants were overall satisfied with their positions, noting that positive relationships with colleagues and administrators were key influencers towards maintaining job satisfaction; the ability to encourage and support student growth academically, socially, and emotionally was a driving motivating factor towards job satisfaction; and that administrator support of personal and professional growth was an important contributor to teacher assistants feeling valued and supported in their roles. Findings suggest that practitioners should strive to create an inviting and warm atmosphere for teacher assistants, that administrators should seek to support the overall person through the encouragement of professional and personal growth activities, and that school leadership should ensure that teacher assistants are able to spend time with students, either one-on-one, or in a group setting, to better allow for the position to support student growth.

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