Motivation, stress and learning support assistants: an examination of staff perceptions at a rural secondary school

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Abstract
The context of this study is an ‘improving’ 11–18 secondary school in a small English market town, where the role of Learning Support Assistants (LSAs) is being developed as prime supporters of the renewed emphasis on improving teaching and learning processes. National initiatives, including the teachers’ workload agreement and national remodelling of schools, have also led to the reconsideration and redefinition of their role. The aim is to advise the school leadership of LSAs’ perceptions of motivation and stress with regard to current and possible future elements of their role. An analysis of the outcomes of this research will be made using a conceptual framework constructed from theories of motivation, stress and teamwork derived from an educational context. The main findings suggest that the senior management team needs to raise the self-esteem of LSAs through career development opportunities, clarity and consistency of role definition, raising awareness of the role within and beyond the school and professionalisation of the salary structure which includes time allowance for training and administrative duties.

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