Schools as team-based organizations: A structure-process-outcomes approach.

Abstract

The present study addressed the issue of teams in schools and the ways in which they contribute to school effectiveness. Specifically, the present research suggested an input (frequency of meetings and functional heterogeneity)-process (interaction processes of exchanging information, learning, motivating, and negotiating)-outcome (team performance and innovation) model for predicting school effectiveness. Two hundred twentyfour school teams (including team coordinators, team members, and school principals) were surveyed. The results indicated that, regarding team innovation, frequency of meetings and functional heterogeneity were positively associated with the 4 interaction processes, which in turn fostered team innovation. However, regarding team performance, the results indicated that only frequency of meetings was positively associated with the interaction process of exchanging information, which in turn enhanced team performance. The findings serve to draw important theoretical and practical conclusions as to the best ways to structure schools and to improve their interaction processes for the enhancement of team performance and team innovation.

Fostering sustained teacher learning: co-creating purposeful and empowering workplaces

“…Formation of teams in an educational setting is therefore not an easy task and altering the practices of teachers is even more difficult (e.g. Crow & Pounder, 2000;Fullan, 2002;Scribner, Sawyer, Watson, & Myers, 2007;Somech & Drach-Zahavy, 2007). The challenge facing these VET teachers is therefore to come to understand how to work effectively in teams that are directed at strengthening their professional expertise and practice, with the ultimate goal of improving student performance (e.g., Meirink, Meijer, Verloop & Bergen, 2009;Meirink, Imants, Meijer & Verloop, 2010;Truijen, 2012).…”

“…Another explanation could therefore be that planned meetings were very regular. Because frequency of meetings is positively associated with exchanging information (Somech & Drach-Zahavy 2007) increasing meetings may lead to growth in information sharing. The regularity of the meetings would also explain the little variance of information sharing that the model explained.…”

“…Crow & Pounder, 2000;Fullan, 2002;Scribner, Sawyer, Watson, & Myers, 2007;Somech & Drach-Zahavy, 2007). As VET colleges are expected to improve instruction through fostering individual and collaborative learning in teams, building school-and team-level capacity through professional developing initiatives seems to be an important prerequisite for sustained improvement (Hopkins & Reynolds, 2001;Parise & Spillane, 2010;Toole & Louis, 2002;Stoll, Bolam, McMahon, Wallace, & Thomas, 2006;Stoll, 2009).…”

“…Research has shown that the implementation of teams in educational settings is not an easy task, mainly because teachers do not support teamwork (Crow & Pounder, 2000;Fullan, 2002;Scribner et al, 2007;Somech & Drach-Zahavy, 2007;Truijen, 2012). For effective teamwork a certain degree of interaction between team members is required to complete tasks and attain goals.…”

“…Formation of teams in an educational setting is therefore not an easy task and altering the practices of teachers is even more difficult (e.g. Crow & Pounder, 2000;Fullan, 2002;Scribner, Sawyer, Watson, & Myers, 2007;Somech & Drach-Zahavy, 2007). The challenge facing these teachers is thus to come to understand how to work effectively together as a team, and take collective responsibility for all students.…”