Teacher Team Effectiveness and Teachers Well-being

Abstract

The purpose of the present study was to examine the relationship between how teachers rate the effectiveness of their 'teacher-teams' as well as the experience of their own well-being. Team effectiveness was measured using the Group Development Questionnaire and well-being was assessed through responses on scales derived for estimating emotional exhaustion and work satisfaction. Data were collected from 521 Swedish teachers and preschool teachers belonging to 105 teacher-teams, the response rate was 100%. The results indicate a strong relationship between the effectiveness of the teacher-teams and teachers' well-being, both with regard to levels of emotional exhaustion and work satisfaction. More effective teamwork was associated with lower levels of emotional exhaustion and higher levels of work satisfaction. The practical implications of these observations are discussed with regard to future research.

Investigation of the Relationship Between Psychological Capital Perception, Psychological Well-Being and Job Satisfaction of Teachers

“…Choi and Lee (2014) and Avey, Luthans, Smith and Palmer (2010) reported that psychological well-being of the employee is associated with their psychological capital. Jacobsson, Åkerlund, Graci, Cedstrand and Archer (2016) investigated the relationship between the efficiency of teacher teams and their well-being. Research results indicate that there is a strong relationship between teachers' team work and well-being in terms of job satisfaction levels.…”

The Effect of Teambuilding on Team Development: A Quasi-Experiment within a Swedish State Authority

“…Nevertheless, meta-analyses [2,27] underline the significance of this study for cognitive, affective, process-and personal-measures to describe what has been construed to be an 'effective team' [1]. Several studies have demonstrated the association between team-development and performance [1,[15][16][17]28,29], and also between team-development and affective indications such as work-satisfaction, emotional exhaustion and sick leave [18,19,30]. Effective teams are characterized by behaviors such as information exchange, functional leadership alternation and metacognition centered around the groups' work, problems and solutions, that include process-and cognitive-indices as outcomes [21].…”

“…In the reliability tests, Cronbach's alpha for GDQ SE3 for Scale I was 0.77, Scale II 0.90, Scale III 0.81, and Scale IV 0.87 [25]. Table 3 presents the norm data for GDQ SE3 which is based upon 764 Swedish groups that were adjudged to be representative for Swedish occupational conditions [19,25].…”

“…Groups characterized by greater development/maturity (i.e., more of stage IV work) are associated with higher levels of goal attainment [14,16,17] and well-being among the group members [18,19]. Available data on distribution across stages based on 764 work groups' representative of Swedish working life shows that 29% of the groups occupy stage I, 21% in stage II, 30% in stage III and 20% in stage IV [20].…”

“…In order to determine consistency, group means were compared for each respective scale against the norm data for the Swedish population [19]. Consistency was estimated according to the scale whereby group mean was highest in relation to the norm data [25].…”