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Team learning in St. Thomas Secondary School
Author
Teo, Geok Sian
Supervisor
Chong, Keng Choy
Abstract
This is study of team building in St. Thomas Secondary School. The study identifies conditions at work that promote or hinder team learning. It is also seeks to understand how leaders can encourage team learning in the school to move closer to becoming an effective learning organisation and hence achieving the Ministry of education's vision of "Thinking School, Learning Nation".
Data were gathered by the Multiple Intelligence Checklist to determine the dominant learning style of teachers in this school. The Learning Organization Assessment Questionnaire provided data on the school's team learning culture.
This study revealed that one-third of the teachers possessed Interpersonal Intelligence and another one-third Intrapersonal Intelligence. Hence, any form of learning to be conducted for this group of teachers should incorporate time for them to teach each other, collaborate with each other, as well as time for reflection on what they have learned.
The study suggest that the school is on her way to be coming a learning organisation. The factors that promoted team learning were Assessing the learning Culture, Help People Become Resources for Each Other and Get The Show on the Road. It is also suggested that teachers were genuinely eager to learn and improve although the factors identified as hindrances to team learning were Promote the Positive, Safe Thinking in the Workplace, Reward Risk Taking and Systems Thinking. More efforts are thus needed to encourage teachers to communicate better and seek clarification when necessary, among their colleagues. Opportunities should also be given to teachers to share among themselves what they are doing and in process, build confidence and trust to create synergy that will drive them towards achieving a common vision that they share. This study training programs for staff in the immediate future. They area planned with the aim of giving staff members a better and clearer understanding of the five disciplines of a learning organisation, knowledge of seven habits of highly effective people and communication and listening skills.
Data were gathered by the Multiple Intelligence Checklist to determine the dominant learning style of teachers in this school. The Learning Organization Assessment Questionnaire provided data on the school's team learning culture.
This study revealed that one-third of the teachers possessed Interpersonal Intelligence and another one-third Intrapersonal Intelligence. Hence, any form of learning to be conducted for this group of teachers should incorporate time for them to teach each other, collaborate with each other, as well as time for reflection on what they have learned.
The study suggest that the school is on her way to be coming a learning organisation. The factors that promoted team learning were Assessing the learning Culture, Help People Become Resources for Each Other and Get The Show on the Road. It is also suggested that teachers were genuinely eager to learn and improve although the factors identified as hindrances to team learning were Promote the Positive, Safe Thinking in the Workplace, Reward Risk Taking and Systems Thinking. More efforts are thus needed to encourage teachers to communicate better and seek clarification when necessary, among their colleagues. Opportunities should also be given to teachers to share among themselves what they are doing and in process, build confidence and trust to create synergy that will drive them towards achieving a common vision that they share. This study training programs for staff in the immediate future. They area planned with the aim of giving staff members a better and clearer understanding of the five disciplines of a learning organisation, knowledge of seven habits of highly effective people and communication and listening skills.
Date Issued
1999
Call Number
LB1032 Teo
Date Submitted
1999