Teacher teams in small learning communities: Do SLCs really create a higher degree of teamness in teacher teams?
by Castillo, Raul, Ed.D., UNIVERSITY OF LA VERNE, 2011, 240 pages; 3492663

Abstract:

Purpose: The purpose of this study was to determine if there was a difference in the degree of teamness between high school teacher teams that use the SLC format and high school teacher teams that do not use the SLC format, using Lencioni's “Five Functions of a Team” to measure teamness, and to examine teacher's perceptions of the degree of teamness in teacher teams that use an SLC format versus teacher teams that do not use the SLC format.

Methodology: This study used a mixed-methods approach for its research design. This study used quantitative data through descriptive statistics. T-tests were applied to see if there was any statistical significant difference between the two groups studied. Qualitative data were collected from individual face-to-face and focus group interviews.

Findings: Analysis of the quantitative data revealed that one out of the five dysfunctions “needs to be addressed” for SLC and non-SLC teacher teams. The data also showed that the other four dysfunctions “could be a problem” for both groups of teacher teams. Furthermore, t-tests indicated that there were no statistical significant differences between the responses from SLC and non-SLC teacher teams. Although quantitative data suggest there are no significant differences between SLC and non-SLC teacher teams, qualitative data indicate that there are some differences between the two groups.

Conclusions: The qualitative data suggest there are the following differences: SLC teacher teams are more personal, while non-SLC are more professional; SLC teachers are more likely to be involved with activities outside of contract time; SLC teacher teams are more student centered, while non-SLC teacher teams are more focused on standardized and benchmark tests; both teams were well aware of the team dynamics and benefits of working in a team; overall both groups did not achieve a high degree of teamness according to Lencioni.s model.

Recommendations: Increasing team effectiveness should not be the only goal for high schools looking to convert to an SLC format. Ultimately, SLCs alone do not automatically make your high school's teacher teams better.
 
AdviserPeggy Redman
SchoolUNIVERSITY OF LA VERNE
SourceDAI/A 73-04, p. , Jan 2012
Source TypeDissertation
SubjectsEducational administration; Secondary education
Publication Number3492663
Adobe PDF Access the complete dissertation:
 

» Find an electronic copy at your library.
  Use the link below to access a full citation record of this graduate work:
  http://gateway.proquest.com/openurl%3furl_ver=Z39.88-2004%26res_dat=xri:pqdiss%26rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation%26rft_dat=xri:pqdiss:3492663
  If your library subscribes to the ProQuest Dissertations & Theses (PQDT) database, you may be entitled to a free electronic version of this graduate work. If not, you will have the option to purchase one, and access a 24 page preview for free (if available).

About ProQuest Dissertations & Theses
With over 2.3 million records, the ProQuest Dissertations & Theses (PQDT) database is the most comprehensive collection of dissertations and theses in the world. It is the database of record for graduate research.

The database includes citations of graduate works ranging from the first U.S. dissertation, accepted in 1861, to those accepted as recently as last semester. Of the 2.3 million graduate works included in the database, ProQuest offers more than 1.9 million in full text formats. Of those, over 860,000 are available in PDF format. More than 60,000 dissertations and theses are added to the database each year.

If you have questions, please feel free to visit the ProQuest Web site - http://www.proquest.com - or call ProQuest Hotline Customer Support at 1-800-521-3042.