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Paraprofessional ratings of supports, stress, and teacher classroom practices
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Franklin, Alexandra G.. Paraprofessional ratings of supports, stress, and teacher classroom practices. Retrieved from https://doi.org/doi:10.7282/t3-47y9-2354

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TitleParaprofessional ratings of supports, stress, and teacher classroom practices
NameFranklin, Alexandra G. (author); Reddy, Linda (chair); Glover, Todd A (member); Hua, Anh (member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2022
Other Date2022-08 (degree)
SubjectPsychology, Paraprofessional, Stress, Supports, Teacher classroom practices
Extent59 pages
DescriptionParaprofessionals have become a significant part of inclusive education as they play an important role in educating students with disabilities. Paraprofessionals have historically received inadequate training and supports, though they are key implementers of educational and behavior management supports in classrooms. Research on how paraprofessionals perceive job-embedded supports and work-related stress is very limited. Therefore, this study could offer insights on how to support and develop staff skills to meet student needs. The present study examined paraprofessional ratings of supports (i.e., instrumental support, emotional support, quality of relationships with teachers) and work stress, and independent observer ratings of teacher classroom practices, using a sample of 61 paraprofessionals and 63 classroom teachers. Pearson correlations revealed that paraprofessional-teacher relationships were positively correlated with instrumental support (r = .28, p < .05) and emotional support (r = .39, p < .01), instrumental support was positively related to emotional support (r = .45, p < .01), and emotional support was negatively related to work stress (r = -.38, p < .01). Additionally, observed Behavior Management Strategies (BMS) Total Discrepancy scores were negatively correlated with emotional support (r = -.35, p < .01) and paraprofessional-teacher relationships (r = -.27, p < .05), and Instructional Strategies (IS) Total Discrepancy scores were positively correlated with work stress (r = .28, p < .05). Multiple regression analyses indicated that observed IS and BMS Total Discrepancy scores predicted emotional support and accounted for 13.0% of its variance (R2 = .13, F (2, 58) = 4.17, p < .05). Independently, BMS Total Discrepancy scores significantly predicted emotional support (ß = -.40, p < .05) and had a negative relationship with instrumental support (ß = -.33, p < .05). Study limitations and implications for research and practice are discussed.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-47y9-2354
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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