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Survey of job roles, training needs, and self-efficacy in paraprofessionals
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Levine, Jordan. Survey of job roles, training needs, and self-efficacy in paraprofessionals. Retrieved from https://doi.org/doi:10.7282/t3-jj8y-9s44

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TitleSurvey of job roles, training needs, and self-efficacy in paraprofessionals
NameLevine, Jordan (author); Lekwa, Adam (chair); Segal, Jeffrey (co-chair); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2020
Other Date2020-08 (degree)
SubjectParaprofessionals, School Psychology
Extent1 online resource (vi, 67 pages)
DescriptionThis study investigated the experience of paraprofessionals in the school setting by examining their job roles, self-efficacy, and training needs. To investigate these constructs, a 22-question survey was developed and distributed to 20 paraprofessionals across two school districts. The data collected from the survey was analyzed using descriptive, quantitative, and qualitative methods. The research indicated that paraprofessionals regularly undertake a wide variety of job roles, with the most frequently completed roles being Social Skills Facilitation, Providing Behavioral Support, and Academic Instruction. The data showed that, on average, paraprofessionals felt less effective and desired more training in these often-completed roles, relative to their other job roles. Of the paraprofessionals that sought further training, several indicated a desire for training specific to the needs of the students with whom they work. Qualitative data also revealed that paraprofessionals often felt more effective in completing their roles after establishing positive relationships with students. Implications for future research and for school administrators are discussed.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-jj8y-9s44
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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