Factors Causing Stress Among LSAs and Job Satisfaction Strategies

This research proposal focuses on the stress factors affecting Learning Support Assistants (LSAs) at London FE Colleges and aims to formulate strategies to enhance their job satisfaction. The study begins with an executive summary and an introduction outlining the rationale, aim, objectives, and research questions. A comprehensive literature review explores the roles of LSAs, including their support to students, teachers, and schools, followed by an analysis of the factors contributing to stress among LSAs, such as challenging student behaviors, lack of role clarity, and workload issues. The methodology section details the research philosophy, design, approach, strategy, data collection methods, sampling techniques, data analysis procedures, ethical considerations, and limitations, including a Gantt chart for project management. The conclusion will summarize the key findings and proposed strategies, supported by references. The research seeks to identify and address the stressors faced by LSAs, ultimately contributing to a more supportive and satisfying work environment within the educational setting.

Research Proposal

EXECUTIVE SUMMARY
The role of learning support assistants (LSAs) is to provide support to the teachers as
well as to the children. These are similar to teacher assistants (TAs) who work in either the
primary, secondary, in mainstream schools, special units and schools. The issue in the research
are the factors that causes stress among the LSAs, because of which their satisfaction level of the
job has minimized as well. The actual role of an LSA is to provide help and support to the pupils
who need special attention or the ones who lack in some specific areas. LSAs, along with
studies, indulge the children in other activities as well such as playing, extra co curriculum
activities. This helps in maintaining the confidence level of the pupil. Various methods as well
can be used for increasing their satisfaction for their job as a learning support assistant as they
can self motivate themselves and should not bother about what other people are saying. They
should value their efforts as they focus on indulging the students at London FE Colleges, more
actively in extra activities as well. The findings of the research will be the strategies that can help
in determining the stress factors and formulating the strategies which can help in enhancing their
job satisfaction.

TABLE OF CONTENTS
EXECUTIVE SUMMARY.............................................................................................................2
INTRODUCTION...........................................................................................................................1
Rationale..........................................................................................................................................1
Aim ................................................................................................................................................2
Objectives :......................................................................................................................................2
Research Questions..........................................................................................................................2
Literature Review.............................................................................................................................3
Roles played by Learning support assistants..............................................................................3
Factors contributing to stress among LSAs................................................................................5
RESEARCH METHODOLOGY.....................................................................................................8
INTRODUCTION.......................................................................................................................8
Research Philosophy...................................................................................................................9
Research Design .........................................................................................................................9
Research Approach...................................................................................................................10
Research strategy......................................................................................................................10
Data Collection..........................................................................................................................10
Sampling...................................................................................................................................10
Data Analysis............................................................................................................................11
Ethical Considerations..............................................................................................................11
Research limitations..................................................................................................................12
Gantt Chart ....................................................................................................................................12
CONCLUSION..............................................................................................................................13
REFERENCES.............................................................................................................................14

INTRODUCTION
Learning support assistants (LSA), which are also considered as teaching assistants (TA)
provides support to the teachers as well as students in a college or school. The research area is
about the various factors that causes stress among the learning support assistants and formulating
various strategies for enhancing the job satisfaction at London FE Colleges. Efficient
deployment of the learning support depends upon the better communication levels between the
staff and the willingness for providing support to each other in the classroom. LSAs are
considered as highly skilled professionals in specific backgrounds. They expect proper support
from the teacher staff as well as from the children. It cannot be expected from them to examine
the whole class, but for the students that are facing difficulty in accessing some particular subject
or area. There are various factors as well that contributes to stress of LSAs which includes the
teaching staff not cooperating at all. There are detailed lesson plans which are quite hard to
manage as they are lengthy for them as well as for children. Challenging behaviour and attitude
of pupils acts as a stressful situation when some students misbehave with the learning support
assistants, it becomes difficult for them to teach in the class (Blatchford, Russell and Webster,
2012). Also as the teaching assistants get paid for the break times, holidays as in extra from the
routine schedule, the learning support assistants do not get paid for the same. This can be
considered as another stressful situation for the LSAs. Various strategies can be used for
enhancement of job satisfaction for including these roles in London FE Colleges. Human
resource management strategy can be useful for increasing their job satisfaction as along with
selection, recruitment, development, it also deals in ways for motivating the employees. The
human resource manager should also be concerned about the employees satisfaction with the job.
Altruistic managers care about their employees, so they focus on the satisfaction of their
employees. These can help in minimizing the stress levels of the LSAs, thus enhancing their
satisfaction levels as well. The present research is about finding out the factors that acts stressful
for the LSAs and also, it includes formulation of the strategies for job enhancement at the
London FE Colleges.
Rationale
LSAs has an important role as they work very closely with the school special needs
coordinator (SENCO) along with the classroom teachers. They also focus on developing
1

Individualized educational program (IEPs) with the SENCO. They differentiate the material so
that the pupils are able to access them efficiently. They manage the proper evaluation of a pupil
by recording and monitoring the performance details and then, reports it to the class teacher.
They have an important role in the development of a child. At the London FE Colleges, the
learning support assistants maintains proper record of a student and then discusses with the class
teacher and the SENCO, if there is any cause for concern. While teaching, the LSAs also
undergo a lot of stressful situations as sometimes the students do not cooperate and many times,
the teaching staff has much more expectations from them. Negative comments and bad attitude
from the children makes it hard for the LSAs to cope in the class. These activities disturbs their
flow of duty as it causes mental stress. The present research is about the stress factors the LSAs
go through and the formulation of various strategies that can help the learning support assistants
to increase their job satisfaction at the London FE Colleges.
Aim
To analyse the factors that contribute to stress for inclusive learning LSA roles at
London FE Colleges and formulating strategies to enhance their job satisfaction
Objectives:
 To understand the roles that are played by LSA within London FE Colleges
 To evaluate the factors that contribute to stress among Learning Support Assistants
 To determine strategies to enhance job satisfaction level among LSA at London FE
Colleges
 To recommend ways to manage stress and enhancing job satisfaction for inclusive
learning LSA at London FE Colleges
Research Questions
Q1. What are the roles and responsibilities that are played by LSA at London FE Colleges?
Q2. What are the factors that contribute to stress among LSAs?
Q3. What are the strategies that can enhance the job satisfaction among the learning support
assistants?
2

Literature Review
Roles played by Learning support assistants
Learning support assistants are often referred as the teaching assistants that provide help
and support to the teachers and students in a classroom. According to Lam and Yan (2011), in
learning support, an efficient deployment depends upon the interaction level between the staff
and the willingness to provide support to one another in the classroom. LSAs can contribute
more efficiently to the support when they know the plan for a section of lessons. As per Skaalvik
and Skaalvik (2011), complex plans do not go well with the LSAs as it seems quite hard to
manage for them as well as for the students. When they know that what the expectations of
children from them are, they act more effectively. LSAs focuses on pupils should be active in
more than one subject area. According to Symes and Humphrey (2011), these learning support
assistants provide support to different bodies in London FE Colleges.
Support provided by LSAs to Students
According to Farrell, Alborz and Pearson (2010), the main focus of LSAs is on providing
support to the students in the classroom or in any withdrawal situation. They manage it by
dividing children in smaller groups. These are mainly the students who need extra support in
some specific area as compared to the rest ones in the class. They often take advice from the
class teacher, inclusion manager and sometimes, the external agencies also, when required and
make efforts to develop the knowledge of the specific area that the student requires. As per
Blatchford, Russell and Webster (2012), the learning support assistant provides complete support
to the student, inside as well as outside the classroom.
Along with the classroom activities, the assistants also engage them in various other
activities such as games, worksheets etc. According to Symes and Humphrey (2011), LSAs often
make some resources themselves, which they thought helpful for the students. Also, make
changes in the helpful material in which they think it require some changes. As per Lam and Yan
(2011), for these changes, they take advice from the educational psychologists, class teachers,
inclusion managers and external agencies, in some complex and complicated cases. They make
sure to be involved in all the processes of the planning and making procedures of the routine
activities of the class. According to Blatchford, Russell and Webster (2012), it is the
responsibility of LSAs to maintain a happier and healthier environment in the classroom and in
3

the external environment as well, when they are utilising it. The learning support assistants also
provide support to the students in various external activities like playing etc., but keeping their
health and safety in mind. They try to indulge the students in those type of activities, which they
are not aware of, motivate them and increasing their confidence level so that they can be able to
face any sort of situation in their life. As per Symes and Humphrey (2011), LSAs facilitates the
interaction level with the students in the classroom and also make improvements between the
students in case if required. Also, they provide positive reinforcements, rewards and praise to the
students.
Support provided by LSAs to class teacher and SENCO
As per Blatchford, Russell and Webster (2012), the learning support assistants believe in
working as a part of team to ensure that the student's personal development and well-being
should be enhanced in a way that their learning skills and abilities can be increased. According to
Farrell, Alborz and Pearson (2010), LSAs attend proper meetings that are already planned with
the class teacher and the Inclusion manager for proper development of the learning processes and
programs. Also, they assist various learning programs on a regular basis for promoting the
behaviour, learning and the communication skills. After mentoring the students in the classrooms
or in any external environment, they give proper feedbacks to the class teacher and discuss it
with the inclusion manager, the discussion may be about the complaints or for the progress
details as well. These assistants also attend the meeting and give in a brief review, contributing
to the annual review of the student.
Support provided by LSAs to School
According to Skaalvik and Skaalvik (2011), the learning support assistants help in
fostering the links between the school and home. They support the school as in understanding the
school policies on the behaviour and learning, along with the statutory guidelines that are related
to the discrimination, disability and some specific educational needs. According to the Equality
Act 2010, a duty has been placed that any student with disability should not be treated less
favourably by any member of the school, whether the teacher, staff or some other student. LSAs
also help schools in making accessibility plans for improving the access to education for the
students that are disabled. As per Blatchford, Russell and Webster (2012), they also cooperate
with the school in maintaining the confidentiality of the Student and their specific needs but have
4

regard to the safeguarding procedures of the London FE Colleges. They always try to carry out
all the actions and duties, directed by the Inclusion manager or the senior manager.
Factors contributing to stress among LSAs
There are various factors that can lead to some challenging situations for inclusive
learning LSA roles at London FE Colleges. According to Lam and Yan (2011), challenging
behaviour of student can act as a stress for the learning support assistants at London FE Colleges.
Dealing with the extreme behaviour of the student sometimes results in very stressful situations
for LSAs. Many times, a situation comes when the student does not seems cooperative at all to
the teacher or assistant, rather than being stressful, it is a concern of disappointment for them.
Blatchford, Russell and Webster (2012) stated that lack of clarity in the roles and responsibilities
also acts as a stress factor. It is because when the responsibilities are not clear enough, it
becomes difficult for the LSA to manage the further processes. As per Farrell, Alborz and
Pearson (2010), excess workload can also act very stressful as it creates conflicts between the
management and the assistants. According to Symes and Humphrey (2011), sometimes the
learning support assistants also face the problem of poor attitude and negative comments of some
students. This makes the situation more complicated for them and stressful as well. These
situations make it quite hard for them to play their role in the class. As their focus is to guide the
students in additional manners and subjects where they lack and they try to do it very efficiently,
this misbehaviour from the students makes it a difficult situation for them to complete their
duties.
Although they have the support of teaching staff, they want cooperation from the
students as well so that they can guide them efficiently for a better future of the students.
Skaalvik and Skaalvik (2011) stated that when the support assistants know the plan for the
further classes, they can contribute well to it, but sometimes they are not have given detailed
lesson plans, which they find hard to manage for them and the students as well. It is quite hard
for students to learn a lot of stuff in less time. So, it becomes tough for the LSAs as well as they
know the fact that even if they will teach them all the lessons in one time, they may not be able
to grasp it all. So, it acts as another stressful situation for them. According to Symes and
Humphrey (2011), as the teachers get paid for the break time, holidays etc. as in extra from the
routine schedule, the learning support assistants do not get paid for the same. As per Farrell,
Alborz and Pearson (2010), the teaching staff wants the LSAs to arrive for lessons promptly, but
5

many times they do not inform them about the changed or re-scheduled classes. This is a
challenging situation for them to cooperate as when they are effectively working, they need
proper support of the teaching staff and the pupils as well for efficient results. Also, when the
learning support assistances have excess workload that is more than their routine work or
scheduled, it tends to be a stressful factor as well. This dis balances their routine as well as it is
tough for them to manage their stress levels. Although excess workload always causes stress
factors but the learning support assistants should stay peaceful for competing these types of
stages, thus enhancing their job satisfaction.
Lam and Yan (2011) stated that LSAs are generally appointed to support some specific
students in the class as in some field where they lack in, or indulging them in additional activities
like playing, extra co curriculum activities etc. They are not meant to monitor the whole class.
When they said to do so, it becomes a hard situation for them as they do not want to exclude
themselves from their routine work and indulge in policing the class. According to Blatchford,
Russell and Webster (2012), the learning support assistants also provides books to the students as
a helping material for them to gain things more effectively and faster. In response, many
students do not return the material back to them and in some cases, they return in such a way that
it is tough for the other students to read from that. This is also a difficult situation for them as
they cannot blame the school for it, they have to purchase the further material on their own. As,
they cannot afford this on regular basis, it acts as a stressful situation for the LSAs. Farrell,
Alborz and Pearson (2010) stated that when the learning support assistants are assigned multiple
roles, it becomes hard for them to manage the situation. Their focus is to provide the special
required needs to the students, involve them in extra co curriculum activities, but when they are
asked to follow the other schedules as well such as invigilating the class, helping with personal
care, sitting in the health care of the college or in the problem solving section, they are not able
to complete their actual duties. Duties, other than their field also acts as a challenging situation
for them.
Strategies for increasing job satisfaction
The capacity of a person to manage all the situations and stay calm even under pressure
has a direct relationship with the performance of the work. There are various strategies and ways
that the learning support assistants can adopt for maintaining their patience level and can remain
peaceful in the stressful situations. According to Lam and Yan (2011), as they are capable
6

enough to give the special attention and guidelines to the students, they should appreciate their
work. Even if they are providing them extra support in any of the activity like games or studies,
their effort is giving confidence to the students of various participations. The learning support
assistants should value their efforts. It will help them in staying confident and motivated towards
their work. As per Blatchford, Russell and Webster (2012), even if the teachers or students do
not cooperate with them, they should stay positive and continue doing their work. They should
not bother of what people are talking about them, as it creates stress. So, they can stay positive
and avoid these unnecessary behaviours and attitudes of people around. It will help the learning
support assistants in maintaining their patience level and so they can focus on their work and so,
they can be able to complete their duties well.
According to the Abdullah, Ismail and Idrus, (2015), for increasing job satisfaction
various methods are available one of them is, by conducting survey among other works and
clients. It helps in determining strength and weakness of employees. After identifying the
loopholes of their characteristics, necessary changes can be introduced. This is considered as one
of the most effective step for increasing satisfaction of the LSA. Teachers and students of
London FE Colleges can effectively explain about the techniques and their skills used by LSA
for solving their problems. If they are not able to understand and clear their doubts, it creates
negative impact on their performance. As per the view of Aydin, Sarier and Uysal, (2013), job
security also help in increasing the satisfaction level of the employee, it supports in developing
strategies and implementing them.
During this process employee is able to present their prospective for achieving goals and
objectives to the management of the organisation. It also increases communication into the
organisation and helps in creates positive impact on their performance. On the basis of this
strategy LSA is able to present view, effectively among management of London FE Colleges. It
helps in supporting their strategies and activities and supports in boosting up their confidence for
taking productive steps. Bitmiş and Ergeneli, (2013), stated that implementation of senior
authority also plays significant role in increasing the productivity of the work and maintains job
satisfaction level. All the activities are monitored by them and necessary guidance is also
provided. It helps in overcoming the failure chances and helps in implementing productive
strategies. Through this method activities of LSA can be monitored, it supports in identifying the
7

loopholes related to their processing. For maintaining their performance and increasing job
satisfaction necessary guidance are also provided by them.
According to the Trivellas, Gerogiannis and Svarna, (2013), organisation should provide
benefits to their employees. It helps in motivating them and increasing their performance. It also
encourage them for taking step in right direction and influence maximum number of people.
With the help of this strategy, LSAs of the London FE Colleges are motivated in order to
produce effective services and satisfy teachers and students. Various interactive and interacting
teaching and learning methods will be introduced in the process. Through implementing advance
technique for explaining conditions helps in influencing teachers and students Porter, (2016),
stated that for increasing job satisfaction level among employees, organisation can organise
various training and learning activities. It helps in developing their skills and enhance their
capabilities. It also supports in implementing innovative methods and producing better outcomes.
London FE Colleges also can organise activities like training and development even training on
stress management. With the help of this step they are able to develop their skills. It supports in
increasing their potential due to which they are able to clear doubts of teachers and students of
their institute.
As per the view of Abdullah, Ismail and Idrus, (2015), by applying effective analysis and
evaluation methods processing and effectiveness of the methods can be analysed. They can also
direct their employees for taking necessary measures for maintaining them. London FE Colleges
can also develop such analysis structure. With the help of this step they are able to determine the
weaknesses of their LSAs, on the basis of that necessary directions are provided. With the help
of this step employees are able to overcome their weaknesses and satisfy maximum number of
students and teachers (Abdullah, Ismail and Idrus, 2015). On the basis of these step London FE
Colleges is able to enhance performance of their employees and maximise job satisfaction level.
There are various methods that are available through which stress can be managed
effectively such as by increasing interaction with people. It helps in diverting mind and relaxing
it from continuous thinking process. Along with this smile, laughing and meditation also helps in
releasing stress. It also maintain blood circulation due to which processing of brain and other
body parts remain unaffected. Human resource management can also help in decreasing the
stress levels of the learning support assistants, thus increasing their satisfaction level at London
FE Colleges. Also, it supports long term business goals and outcomes with a strategic overall
8

framework. This can act very helpful for the learning support assistants as they can reduce their
stress and can well enhance the satisfaction for their job.
The methods in which the learning and teaching is being provided, it may present various
barriers as well which disables people with impairments from fully accessing and benefiting. FE
Colleges in London are the further education colleges that is distinct from the higher education
offered in the universities and also in some other FE Colleges.
Research gap can be considered as an area which is missing some information about the
information which limits the ability to research for a conclusion.
RESEARCH METHODOLOGY
INTRODUCTION
Research can be termed as a systematic investigation or study of various sources and
materials in order to develop facts which can reach new conclusions. Also, it can be used to
solve a problem systematically, giving a clear view of understanding the process along with the
product. It includes the qualitative as well as quantitative methodologies. Research tools and
methods include statistical analysis and quantitative surveys (Haycock and Smith, 2011). These
methodologies includes interviews, publication research and various other research techniques.
The research methodology can help this research in providing a proper collection of data
required for the analysis. On the basis of analysis, strategies can be chosen easily for maximising
the job satisfaction of the learning support assistants. The research methodology will be helpful
for conducting the research on reducing the stress level of LSAs, thus enhancing the job
satisfaction at London FE Colleges.
Research Philosophy
It can be considered as a belief about a method in which the information should be
gathered, analysed and used about an event. It is of four basic types such as pragmatism,
positivism, realism and interpretivism. In the following research, interpretivism will be used.
Pragmatism is applied applied in case of mixed and multiple method designs. In positive
paradigm, it is assumed that there are real world objects or it can be considered as the objective
reality. Positivism is used for highly structured researches, realism is used for methods that fits
the subject matter. In this research on LSAs, interpretivism will be used as it as this research is a
small sample and in depth research (Maher, 2016). This method opposes the positivism of the
natural science. It is like a school of thought in contemporary jurisprudence and the philosophy
9