• search hit 70 of 519
Back to Result List

We belong together : belonging to the principal’s in-group protects teachers from the negative effects of task conflict on psychological safety

  • Psychological safety is the shared belief that the team is safe for interpersonal risk-taking. Critical team events such as conflict and faultlines (hypothetical lines that split a team into subgroups) should impact psychological safety. Previous research has shown the benefits of task conflict on team outcomes under certain conditions and the consistently negative effects of demographic faultline strength on team outcomes. We propose that being close to the principal (what we call belonging to the principal’s in-group) should help attenuate the negative effects of task conflict and faultlines among teachers, because it is associated with a more effective working relationship. In a survey study with 244 teachers from 45 primary schools, we tested the moderating effect of belonging to the principal’s in-group vs. belonging to an out-group on the relationships of task conflict and faultlines on psychological safety. Results of multilevel model tests showed that relationship conflict (but not task conflict) and faultlines decreasedPsychological safety is the shared belief that the team is safe for interpersonal risk-taking. Critical team events such as conflict and faultlines (hypothetical lines that split a team into subgroups) should impact psychological safety. Previous research has shown the benefits of task conflict on team outcomes under certain conditions and the consistently negative effects of demographic faultline strength on team outcomes. We propose that being close to the principal (what we call belonging to the principal’s in-group) should help attenuate the negative effects of task conflict and faultlines among teachers, because it is associated with a more effective working relationship. In a survey study with 244 teachers from 45 primary schools, we tested the moderating effect of belonging to the principal’s in-group vs. belonging to an out-group on the relationships of task conflict and faultlines on psychological safety. Results of multilevel model tests showed that relationship conflict (but not task conflict) and faultlines decreased psychological safety. However, when teachers belonged to the principal’s in-group as compared to an out-group, task conflict had no negative effect on psychological safety. We present implications to bridge the negative effects due to subgroup presence, so that psychological safety can become a resource for all.show moreshow less
Metadaten
Author: Rebecca Gerlach, Prof. Dr. Christine Gockel
Parent Title (English):School Leadership & Management
Document Type:Article
Language:English
Date of Publication (online):2018/04/03
Publishing Institution:SRH Berlin University of Applied Sciences
Release Date:2018/04/03
Tag:Psychological safety; Relationship conflict; Task conflict
First Page:1
Last Page:21
Note:
Volltext aus urheberrechtlichen Gründen nicht verfügbar.
Full text due to copyright not available.
Link author profile:https://www.srh-hochschule-berlin.de/de/hochschule/hochschulteam/gockel-christine/
JEL-Classification:I Health, Education, and Welfare
Licence (German):License LogoCreative Commons - Namensnennung-Nicht kommerziell-Keine Bearbeitung
Einverstanden
Diese Webseite verwendet technisch erforderliche Session-Cookies. Durch die weitere Nutzung der Webseite stimmen Sie diesem zu. Unsere Datenschutzerklärung finden Sie hier.