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ERIC Number: ED549976
Record Type: Non-Journal
Publication Date: 2012
Pages: 150
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-2532-7
ISSN: N/A
Perceptions of Teacher Collegial Work Groups at the Department Level in Southern California
Guerrero, Frank C.
ProQuest LLC, Ed.D. Dissertation, University of California, Santa Barbara
Since the inception of a "Nation at Risk" (1983) and the gradual growth of the school reform movement over the following several decades, the social and political milieu that exist today under No Child Left Behind (NCLB) can be best described as an era in which public education is fending itself from extinction and takeover, often from private charter schools. To reinvigorate underperforming schools, teacher collaboration has been considered as a means of school improvement. The purpose of this study was to explore middle school teachers' perspectives on the design features, organizational context, and interpersonal processes of group work in departments and the degree to which these perspectives relate to perceptions of overall work group effectiveness using the Hackman and Oldham (1980) model. Teachers in two adjacent southern California urban school districts participated in the study. A questionnaire was distributed to 200 teachers in both school districts, and 120 were returned. The following independent variables were measured on the survey: (1) motivating job, (2) task autonomy, (3) mix of expertise, (4) rewards, (5) training, (6) coordination of efforts, (7) weighting/balancing, (8) implementing strategies, (9) inventing strategies, and (10) knowledge/skills applied. The dependent variables in this study were: teaching and learning, team commitment, team cohesion, and standards met-see Conley et al. (2004). Supplemental questions were included, and interviews were also conducted with two teachers. Regression analyses indicated the statistically significant predictors of each of the study's four dependent variables. The variable coordinating efforts was a significant predictor of three dependent variables (team commitment, team cohesion, and standards met). Study implications, including such areas as ensuring mix of expertise, rewards and recognition, and coordination of efforts, were discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001