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Status Variables Related to Team Teacher Satisfaction in the Open Plan School [microform] / Marjorie S. Arikado and Donald F. Musella
Bib ID 5243336
Format BookBook, MicroformMicroform, OnlineOnline
Author
Arikado, Marjorie S
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1973 
10 p. 
Summary

This study investigated relationships between two status variables--congruence and consensus--and team teacher satisfaction with the team situation. The sample consisted of 148 teacher teams (627 teachers) selected from 74 open-area schools. The results indicated that teachers on balanced teams and/or leaderless teams tended to be more satisfied than teachers on unbalanced teams and/or teams with formal leadership. In teams with formal leadership, teacher satisfaction was found to be positively related to status congruence, while in all teams status consensus was found to be positively related to team satisfaction with the team situation. (Appendixes include related charts and tables.) (Author)

Notes

ERIC Note: Paper presented at the American Educational Research Association, New Orleans, Louisiana, February 25-March 1, 1973.

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Group Status.  |  Leaders.  |  Leadership.  |  Open Plan Schools.  |  Peer Relationship.  |  Status.  |  Teacher Attitudes.  |  Teacher Morale.  |  Teacher Response.  |  Team Teaching.
Other authors/contributors Musella, Donald F., author
Available From ERIC 
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100 1 |aArikado, Marjorie S.
245 1 0 |aStatus Variables Related to Team Teacher Satisfaction in the Open Plan School|h[microform] /|cMarjorie S. Arikado and Donald F. Musella.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1973.
300 |a10 p.
500 |aERIC Note: Paper presented at the American Educational Research Association, New Orleans, Louisiana, February 25-March 1, 1973.|5ericd
520 |aThis study investigated relationships between two status variables--congruence and consensus--and team teacher satisfaction with the team situation. The sample consisted of 148 teacher teams (627 teachers) selected from 74 open-area schools. The results indicated that teachers on balanced teams and/or leaderless teams tended to be more satisfied than teachers on unbalanced teams and/or teams with formal leadership. In teams with formal leadership, teacher satisfaction was found to be positively related to status congruence, while in all teams status consensus was found to be positively related to team satisfaction with the team situation. (Appendixes include related charts and tables.) (Author)
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aGroup Status.|2ericd
650 0 7 |aLeaders.|2ericd
650 0 7 |aLeadership.|2ericd
650 1 7 |aOpen Plan Schools.|2ericd
650 0 7 |aPeer Relationship.|2ericd
650 0 7 |aStatus.|2ericd
650 1 7 |aTeacher Attitudes.|2ericd
650 1 7 |aTeacher Morale.|2ericd
650 1 7 |aTeacher Response.|2ericd
650 1 7 |aTeam Teaching.|2ericd
700 1 |aMusella, Donald F.,|eauthor.
856 4 1 |uhttp://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED076562
984 |aANL|cmc 2253 ED076562|d77000000079319
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Members of Aboriginal, Torres Strait Islander and Maori communities are advised that this catalogue contains names and images of deceased people. All users of the catalogue should also be aware that certain words, terms or descriptions may be culturally sensitive and may be considered inappropriate today, but may have reflected the author's/creator's attitude or that of the period in which they were written.