The purpose of this paper is to report the findings of a study which examined the relationship between status congruence and teacher satisfaction with the team teaching situation. Using the Sampson model of status congruence, the degree of correspondence across two dimensions of status ranking was examined—personal status (as determined by age, sex, education and teaching experience) and leadership status (as determined by one's holding or not holding a position of formal leadership). Since the relationship tested was not found to be significant, this led to further examination into the dimensions of status ranking selected for this study which resulted in the elucidation of unpredicted difficulties encountered when attempting to operationalise the concept of status congruence in non‐laboratory settings.
CitationDownload as .RIS
MCB UP Ltd
Copyright © 1976, MCB UP Limited