Abstract

The call for a more collective approach to school leadership motivated the present study. The proposed model examined the mediating role of school management team (SMT) effectiveness in the relationship of SMT characteristics of goal interdependence (the extent to which a shared goal requiring cooperation is present) and functional heterogeneity (the diversity of team member knowledge and skills) to school violence, academic emphasis and teacher absenteeism. Data were collected from a sample of 92 schools randomly selected from all state-secular and state-religious schools in Israel. A multi-source survey design from a sample of 92 SMTs, their principals, and teachers who are not SMT members was used. Data were aggregated at the school level of analysis. The results from structural equation model indicated that SMT effectiveness mediated the relationship of SMT goal interdependence to school violence, academic emphasis and teachers’ absenteeism. SMT effectiveness facilitates the shift from more independent practices of teaching to teamwork, building leadership capacity promoting a positive and safely school learning environment. A work environment that promotes effective teamwork facilitating social relationships and knowledge exchange can provide a mechanism to create norms of teamwork that would benefit school effectiveness. The implications of these findings for both theory and practice are discussed.

摘要

对学校领导的更集体方法的呼吁推动了本研究。所提出的模型检验了学校管理团队 (SMT) 有效性在目标相互依赖（需要合作的共同目标的程度）和功能异质性（团队成员知识和技能的多样性）的 SMT 特征之间的关系中的中介作用学校暴力、学术强调和教师缺勤。数据来自从以色列所有国家世俗和国家宗教学校中随机选择的 92 所学校的样本。使用了来自 92 名 SMT、他们的校长和非 SMT 成员的教师的多源调查设计。数据在学校层面进行了汇总分析。结构方程模型的结果表明，SMT 有效性在 SMT 目标相互依赖与学校暴力、学业重视和教师缺勤的关系中起中介作用。SMT 的有效性有助于从更独立的教学实践转变为团队合作，培养领导能力，促进积极和安全的学校学习环境。促进有效团队合作、促进社会关系和知识交流的工作环境可以提供一种机制来创建有利于学校效率的团队合作规范。讨论了这些发现对理论和实践的影响。培养领导能力，促进积极和安全的学校学习环境。促进有效团队合作、促进社会关系和知识交流的工作环境可以提供一种机制来创建有利于学校效率的团队合作规范。讨论了这些发现对理论和实践的影响。培养领导能力，促进积极和安全的学校学习环境。促进有效团队合作、促进社会关系和知识交流的工作环境可以提供一种机制来创建有利于学校效率的团队合作规范。讨论了这些发现对理论和实践的影响。