This study examines how personal characteristics of a team facilitator (transformational leadership, agreeableness, conscientiousness, and emotional stability) impact team members' stress level, trust in leadership, and team climate. Participants comprised assessment teams in the student affairs of higher education, providing a unique perspective on a leadership role in which hierarchical positioning between the leader (facilitator) and follower was minimized.
Hypothesis 1 examined transformational leadership and three of the subscales of the Five-Factor Model (FFM)—agreeableness, conscientiousness, and emotional stability—as predictors of team stress. It was hypothesized that team facilitators who achieved higher scores would elicit lower team stress. This hypothesis was not supported.
Hypothesis 2 examined emotional stability and conscientiousness as predictors of team climate. It was hypothesized that higher-scoring facilitators would elicit a more positive team climate. This hypothesis had partial support on two of the independent variables. The higher the facilitator scored on conscientiousness, the higher the members rated Team Climate Inventory (TCI) subscale of Vision. The higher the facilitator scored on emotional stability, the lower the members rated the TCI subscale of Participant Safety.
Hypothesis 3 examined emotional stability as a predictor of trust: the higher the score elicited on emotional stable qualities, the higher the trust level. This hypothesis was not supported by the data.
Hypothesis 4 examined transformational leadership as a predictor of trust: the higher the score, the more trust gained. This hypothesis had full support, with transformational leadership being a reliable predictor of trust.
Hypothesis 5 examined agreeableness in predicting stress: those scoring moderately would alleviate stress. This hypothesis was not supported by the data.
Analyses were also conducted on team satisfaction and team performance. Trust, team climate, and stress were examined to predict team satisfaction and performance. For both satisfaction and performance, only one of the three predictors, the TCI, contributed significantly. As the team climate became more positive, team satisfaction and team performance also increased.
|Advisor:||Sagarin, Brad, Neuman, George|
|Commitee:||Briscoe, Jon, Britt, Anne, Finkelstein, Lisa, Parker, Christopher|
|School:||Northern Illinois University|
|School Location:||United States -- Illinois|
|Source:||DAI-A 76/02(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Social psychology, Educational psychology|
|Keywords:||Agreeableness, Conscientiousness, Emotional stability, Leaders and followers, Stress, Student affairs, Team climate, Team facilitator|
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