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

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

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.

Suggested Citation

  • Joseph A Villarama & Bench G Fabros & Verjun J Dilla & Melvin S Valdez, 2025. "Reframing the workplace in a VUCA world: Teaching assistants and their influence on teachers’ efficiency and self-efficacy," International Journal of Education and Practice, Conscientia Beam, vol. 13(1), pages 158-177.
    • Handle: RePEc:pkp:ijoeap:v:13:y:2025:i:1:p:158-177:id:3976
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