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An investigation of the relationship...

Osgood, Timothy Ralph.

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An investigation of the relationships among goal clarity, effectiveness and productivity in faculty groups.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An investigation of the relationships among goal clarity, effectiveness and productivity in faculty groups./
作者:	Osgood, Timothy Ralph.
面頁冊數:	158 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2442.
Contained By:	Dissertation Abstracts International64-07A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3097721

An investigation of the relationships among goal clarity, effectiveness and productivity in faculty groups.
Osgood, Timothy Ralph.

An investigation of the relationships among goal clarity, effectiveness and productivity in faculty groups. - 158 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2442.

Thesis (Ph.D.)--Temple University, 2003.

Educators are relying more and more on team-based organizational structures to improve levels of student success. All of these team-like structures have one thing in common—the pursuit of a goal or mission.Subjects--Topical Terms:

626654
Education, Sociology of.

An investigation of the relationships among goal clarity, effectiveness and productivity in faculty groups.
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500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2442.
500 $a Chair: Susan A. Wheelan.
502 $a Thesis (Ph.D.)--Temple University, 2003.
520 $a Educators are relying more and more on team-based organizational structures to improve levels of student success. All of these team-like structures have one thing in common—the pursuit of a goal or mission.
520 $a This field study investigated relationships between goal clarity, patterns of group development and performance outcomes, as measured by “group-as-a-whole” effectiveness, perceived levels of productivity, and indicators of school effectiveness, in twenty-nine (29) faculty groups in urban and suburban elementary schools located in Southeastern Pennsylvania. Faculty groups, averaging 30 persons per school, were comprised of 885 administrators, teaching professionals, educational specialists, and teaching support people actively involved in the teaching and learning processes.
520 $a The study's distinguishing feature was the direct approach in measuring goal clarity, a concept encompassing both congruence and consensus. The Group Development Questionnaire was used to gather each member's written statement of the faculty group's goals. Written goal statements were categorized and compared using a content analytic method to produce a goal clarity score for each faculty group. Although relatively low, the average goal clarity score for a faculty group of 42 percent was consistent with prior studies conducted in various educational environments.
520 $a Significant relationships were revealed between degrees of goal clarity and measures of a faculty group's work orientation and effectiveness. Faculty groups with higher levels of goal clarity perceived themselves as operating in a more advanced stage of group development and being more work oriented. Higher levels of faculty group effectiveness were also associated with higher levels of goal clarity, indicating that faculty groups that share common goals to a greater degree focus more energy on improving work processes and pursuing activities oriented toward school goals. Findings are consistent with prior research on relationships between goal setting and group performance.
520 $a Greater understanding of the relationships between goal setting processes and patterns of group development is essential in order to continuously improve faculty group performance, school effectiveness and productivity. Results suggest that additional research on relationships between goal clarity and school or “faculty as a whole” performance is desirable, with particular emphasis on controlling for different socioeconomic conditions.
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