ERIC Number: ED110438
Record Type: RIE
Publication Date: 1975-Aug
Reference Count: 0
Collaborative Relationships on Teaching Teams: Implications for Collegial Influence, Team Morale, and Instructional Practices. Technical Report No. 45.
This study looks at the ways team teaching members work together, at their interdependencies, divisions of labor, and modes of coordination. It is a microorganizational study of teaching teams that looks both at factors which predict or explain how a team is organized and at the implications of these patterns of organization for (a) collegial influence, (b) team morale, and (c) instructional practices. The sample consisted of 46 teams in both open space and self contained settings, and variables were measured using questionnaire items. Most of the analysis used team level data. A series of regression analyses were used and attention was directed to whether relevant paths had positive, negative, or near-zero coefficients. Collegial influence was found to be associated with open space and the extent of common policies or agreements made by the team members. Team morale was related positively to (a) the rate of communication, (b) the extent of common policies, and (c) the team's autonomy from external supervision, and negatively to the amount of cross-grouping used by the team. The instructional practices used by teachers were found to be related to open space, teaming, and the degree of interdependence among team members. Results indicated that autonomy, flexibility, and voluntarism were likely to produce the most successful collaborative relationships. An appendix is attached which contains the indicators of key variables and intercorrelations of scale items. (Author/RC)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.