A Factor Analysis on Teamwork Performance: An Empirical Study of Inter-Instituted Collaboration

Autor/inn/en	Wu, Mingchang; Chen, Ya-Hsueh
Titel	A Factor Analysis on Teamwork Performance: An Empirical Study of Inter-Instituted Collaboration
Quelle	In: Eurasian Journal of Educational Research, (2014) 55, S.37-54 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Foreign Countries; Factor Analysis; Teamwork; Intercollegiate Cooperation; Vocational Schools; Technical Institutes; Institutes (Training Programs); Educational Quality; Educational Improvement; Educational Innovation; Knowledge Management; Emotional Intelligence; Conflict; Structural Equation Models; Questionnaires; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Faktorenanalyse; Hochschulkooperation; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Technische Fakultät; Sommerakademie; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Instructional innovation; Bildungsinnovation; Wissensmanagement; Emotionale Intelligenz; Konflikt; Fragebogen; Statistische Analyse
Abstract	Problem Statement: Inter-instituted collaboration has attracted broad attention for educational quality improvement in the last decade. The team performance of these innovative team projects received foremost attention, particularly with knowledge-sharing, emotional intelligence, and team conflicts. Purpose of Study: The purpose of the study was to empirically investigate the relationships among these three factors. The sample of this study was 178 professors, involving collaboration projects from twenty vocational institutes at the higher-education level. Methods: The collected data were statistically analyzed using SPSS 17.0 for Windows and LISREL 8.70 for Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). Also, the study undertook the Maximum Likelihood Estimation to analyze the linear relationships among the three major variables. Results: The statistical analysis result indicated that knowledge-sharing created a positive effect on team performance. On the other hand, team conflict caused a negative effect on team performance. Emotional intelligence did not have any significant direct effect on team performance but played a moderating role. Conclusions and Recommendations: This study concluded that vocational institutes are academic organizations where knowledge-sharing is a crucial mission and where strategies are put into place to fulfill that mission; team conflict should be avoided for better team performance. This study finally proposed several suggestions for improved team performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01