So tempting to put 'A million and one per cent' (but as a teacher, I am alert to the mathematical misconceptions that can bolster!).
But yes, yes, yes.
So much work, so much responsibility, so many jobs, so litle proper recognition.
I taught before there were any TAs beyond Reception (and often not there either). We recruited armies of volunteer mums, grans, grandads, and a few dads, to help with 1--1 reading; be an extra pair of expert hands in lessons such as sewing, knitting or art; or - if they were a qualified teacher - to support in maths. But I would still be alone in the class with 32 kids most of the week. In fact, alone with 64 a couple of times a week, as that is how we provided non-contact for anothr teacher if needed. It worked fine, but there were far fewer of the children with complex or high needs in mainstream schools, and much lower expectations of curriculum or standards for all children.
Schools just couldn't function without TAs now. Round here, as the Covid waves have swept through individual schools, it has been really, really tough coping with teacher absence, especially with the shortage of available supplies, but the biggest headache for headteachers has been the absences of 1-1 TAs.
You can't put just any passing person into that role, and their job is crucial for those children to attend school, thrive themselves, and for the class they are in to function.
Covid catch-up plans are in tatters in many schools, largely, if not exclusively, because of TA absence or redeployment to cover 1-1s or classes from their usual pattern of intervention group after intervention group.
When TAs come forward for interview for ITT, one thing they often say (while acknowledging the greater responsibilities and breadth and depth of knowledge required of teachers) is, 'I love it, I think I'm good at it, and I thought I might as well get paid for it'.
Good TAs are worth more than their weight in gold, and are paid in unifix.