School Teamwork and Effectiveness

Abstract

Not all teams are equally effective and despite profound research interest in teamwork, researchers continue to disagree on which component to include and how it reaches to effectiveness. In this study, we explored how school personnel team works. Determining the extent to which the team effectiveness dimension influences the effectiveness of schools. An enhancement program is set as to its findings. This study is a descriptive-correlational type of research. This research design was employed in this investigation with the aid of the self-made questionnaire in gathering the data to measure the relationship of school heads’ and teachers’ school teamwork level and school effectiveness. The present school teamwork is correlated with school effectiveness. Both performing and less performing schools have the same perception of their teamwork, particularly about dimensions of purposes and goals, roles, team processes, team relationships, intergroup relationship, problem-solving, passion and commitment, and skills and learning. Perception of teamwork and school effectiveness are significantly correlated indicating that teamwork is a vital component in achieving effectiveness in all its operations. The result calls for school heads and teachers teamwork enhancement. Careful preparation and planning of enhancement programs in managing teamwork should be prioritized by the school head. Functional learning action cells as an avenue to promote teamwork. Replicating this study using the same variable on teamwork and school effectiveness not only for the performing and less performing schools in public schools but also for private schools is suggested for future researchers.