Exploring the roles and responsibilities of the teacher aide working in Australian classrooms: perceptions of an inclusive culture

This study explored the roles of teacher aides (TAs) and the challenges faced by these paraprofessionals in carrying out their duties within Australian classrooms. A mixed-method approach was adopted that drew on responses from a national survey of teachers and TAs followed by the collection of data from semi-structured interviews with TAs. The descriptive analysis of the survey data and thematic analysis of the interview transcripts identified that there is no clear consensus on what comprises the position description for TAs. The findings also indicated that there is confusion regarding what inclusion means in relation to nurturing an inclusive school culture. Finally, it is contended that the current practices of the TAs in their schools may not be conducive to developing an inclusive culture and instead could possibly be precluding inclusive learning opportunities. Without an appropriate institutionally mandated TA position description, it remains unclear as to whether the duties performed currently by TAs are what should be fulfilled. These findings extend previous research towards promoting a position description that includes TAs’ roles and responsibilities for inclusive practices that are conducive to developing inclusive cultures in schools.