A Grounded Theory of Successful TA-Teacher Partnerships for Inclusion: A Theory of Relational Interdependence: ‘If we’re not great, then we can’t be great with the kids’

Using constructivist grounded theory methodology, a theory of 'relational interdependence' was constructed by the author and six teaching assistant-teacher working pairs from six mainstream primary schools in one London borough.

Each pair self-identified as having a successful partnership for inclusion and took part in an intensive dyadic interview about their partnership.

The emerged theoretical model centres on 'relational interdependence' within the pair and between the pair and the children they teach.

This construct is further explained by 12 theoretical categories.

The theoretical process between categories was explained by four pathways: the pairs' interpersonal success influencing the quality of their work and interactions (1) and their capacity to work inclusively (2), the positive impact of their partnership on the children (3) and the influence of the partnership on its context and the context on their partnership (4).

Findings are discussed considering the extant literature and development of the theory, the limitations and contributions of this research and areas for future research.

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