| This study explored the levels of group development in school faculties as related to indicators of school effectiveness. Indicators of school effectiveness included the mathematics and reading component of the Pennsylvania System of School Assessment (PSSA) standardized tests, student attendance, teacher attendance, class time on discipline and parent involvement.; The study was conducted in twenty-nine elementary schools in eastern Pennsylvania and included over eight hundred staff members. The staff members were assessed regarding their perception of their faculty group development profile using Wheelan and Hochberger's Group Development Questionnaire. The results of this study include the following statistically significant findings: (1) Age, education, tenure and ethnicity failed to influence how a teacher perceives the level of group development in their faculty. (2) Faculty members who perceive high levels of productivity in their faculties tend to see more trust, structure, and a work orientation in their faculty. (3) Socioeconomic factors such as percent of low-income students and per-pupil expenditures are related to the indicators of school effectiveness.; The findings of this study continue to support the significance of group development patterns in education. Group development processes need to be thoroughly understood to insure that the expanded role of teacher collaboration in the educational setting is given the best opportunity to succeed. |
