Reframing the workplace in a VUCA world: Teaching assistants and their influence on teachers’ efficiency and self-efficacy

Joseph A Villarama; Bench G Fabros; Verjun J  Dilla; Melvin S Valdez

doi:10.18488/61.v13i1.3976

Authors

Joseph A Villarama Central Luzon State University, Philippines. https://orcid.org/0000-0001-5308-7398
Bench G Fabros Central Luzon State University, Philippines. https://orcid.org/0000-0001-6196-5816
Verjun J Dilla Central Luzon State University, Philippines. https://orcid.org/0000-0001-7986-7544
Melvin S Valdez Central Luzon State University, Philippines. https://orcid.org/0000-0003-4624-9461

DOI:

https://doi.org/10.18488/61.v13i1.3976

Abstract

The volatile, uncertain, complex, and ambiguous (VUCA) educational landscape demands educators to embrace innovative practices and cater to diverse student needs. This study explores the influence of teaching assistants (TAs) on teachers’ efficiency and self-efficacy. A convergent mixed methods design was employed, with data collected from 100 teachers with TAs in the Philippines through surveys and interviews. The findings reveal that TAs significantly improve teachers’ workplace efficiency and self-efficacy. Teachers value their TAs’ ability to reduce workload, allowing them to better address student needs. However, challenges emerged regarding TAs’ preparedness for abrupt academic changes. This study contributes to understanding the multifaceted dynamics between TAs and teachers. It suggests that well-trained TAs enhance teachers’ efficiency and self-efficacy, potentially leading to improved educational outcomes. By enhancing the effectiveness of TAs, educational institutions empower teachers and contribute to a more resilient educational environment. Further research is recommended to explore the specific roles of TAs across disciplines and to optimize their support for teachers in a VUCA world.