Lead to Learn: Effects of Vertical and Shared Leadership on Learning in University Teacher Teams

• In Event: 25.025 - Leadership and Scholarship Development Across the Professions

Abstract

Teams of professionals are deemed to be organizations’ key drivers for solving complex problems. The team approach enables members to co-construct innovative solutions through engaging in team learning behaviors. However, such behaviors do not naturally occur. Team leadership behavior is often identified as a crucial factor for stimulating team learning, but specific empirical insights are lacking. The present study examined the effects of different leadership behaviors within 52 university teacher teams. Results of hierarchical regression analyses show that shared leadership was the most important factor for supporting team learning; more so than vertical team leadership. Specifically, members who encourage challenging the status quo predicted team learning, in contrast to focusing on structuring the task.

Authors

• Mieke Koeslag, Zuyd University of Applied Sciences

• Piet Van den Bossche, Maastricht University

• Marcel Van der Klink, Zuyd University of Applied Sciences

• Wim H. Gijselaers, Maastricht University