Date

11-17-2022

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Amy Jones

Keywords

elementary teams, social learning theory, Tuckman’s group development theory, collective teacher efficacy, learning organizations, multiple regression

Disciplines

Educational Leadership | Elementary Education

Abstract

The purpose of this quantitative, predictive correlational research study is to determine if there is a relationship between individual teachers’ self-perceptions of their grade level teaching team’s effectiveness and their teaching experiences. Research related to the development of effective teaching teams to positively influence academic progress is synthesized. Theoretical frameworks include Bandura’s (1986) social cognitive theory, Senge’s (1990) learning organization model, and Tuckman’s (1965) model of group development. Convenience sampling was utilized to gather data from 77 elementary teachers working in the same southeastern school district. The Tuckman Team Maturity Questionnaire (TTMQ) was the instrument used to determine teachers’ self-perceptions of their teaching team’s stage of group development. Multiple linear regression was applied to test four null hypotheses. Three null hypotheses were not rejected, and a statistically significant relationship was not found between teachers’ self-perceptions of teaching team effectiveness based on scores for the forming, storming, and norming stages of group development and the linear combination of three predictor variables. Null hypothesis four was rejected and a statistically significant relationship was found between performing stage scores and the linear combination of three predictor variables. Post -hoc analysis of TTMQ results provides further insight into teachers’ perceptions of their teaching team’s development. This study is relevant to the work of school leaders who seek to positively affect student achievement through the development of highly effective teaching teams.

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