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The purpose of this study is to examine the effects of shared transformational leadership and its components on team viability and team satisfaction through the mediating processes of workplace spirituality and team trust, the emergent states of team processes.

This study is based on software project teams working in India’s information technology sector. The study adopts a cross-sectional research design to investigate the relationships between the study’s constructs.

This study shows varying effects of the components of shared transformational leadership on team viability and team satisfaction. The study has shown empirical evidence for the mediating role of workplace spirituality in the relationship between shared transformational leadership components and team effectiveness components. This study reveals the intervening roles of workplace spirituality and team trust in the relationship between shared transformational leadership as a unidimensional construct and team viability and effectiveness.

Team rewards and team autonomy can cultivate a sense of community and trust among team members. Team trust facilitates autonomy, and workplace spirituality helps develop connectedness among team members.

This study has contributed to the research discourse on team effectiveness by demonstrating that workplace spirituality and team trust act as mediators in the relationship between shared transformational leadership and team effectiveness. This study has shown the relative strength of the effects of the components of shared transformational leadership on workplace spirituality, team viability and team satisfaction.

The focus of this paper was twofold: to examine critical team leader behaviors (as perceived by the subordinate) that result in team member satisfaction; and to determine if there is a significant difference between the perceptions of team leaders and team members regarding the level of team satisfaction and factors that predict team leader performance. Results indicate that team member satisfaction was influenced by: the extent to which communication within the group was open; and the team leaders’ performance. Team leader performance was influenced by the team members’ satisfaction with their leaders’ ability to resolve conflicts and the teams’ openness in communication. Team members’ and leaders’ perceptions did not differ significantly regarding open communication in the group, however, team members assessed their leaders’ performance less favorably than the team leaders assessed themselves and were less satisfied with the team leaders’ ability to resolve conflicts.

The purpose of this paper is to explore the central role of communication within teams and jobs satisfaction of the participants in business enterprises. “How communication in the team affects job satisfaction of the team member” shaped the design of the study in developing several propositions.

The paper opted for an exploratory study using semi‐structured interviews at two locations, Singapore and Dalian, China. The respondents had taken part in one team, at least, in the past. These respondents were professionals, junior managers, and sales/marketing executives. The data were organized according to the contextual framework developed in the study. The contextual frame was developed by combing attention‐structure with the four phases in a typical team. The concepts and developed constructs were mapped to reach testable propositions.

The paper provides an empirical insight on the relationship between formal teams and their members’ job satisfaction. The findings are noted in two stages. First, formal teams, positive attitude to conflicts, effective conflict resolution, and “opinion‐count” of the members positive influence job satisfaction of the member. Second, it appears that “opinion‐count” may have more positive effects than any other concept. Therefore, it is concluded that “opinion‐count” in communication mediates the other effects in team communication for job satisfaction.

First, the research is based on limited interviews in only two locations, Singapore and Dalian, China; second, the study is a qualitative one. It lacks generalization. Third, it is acknowledged that the author's own interpretation may have influenced the findings ‐‐ it is often unavoidable. Fourth, the number of propositions is limited in the framework. Finally, the participants’ demographic factors are missing from the analysis. For instance, education, age, professional position, technical background, and financial rewards can be included in a future quantitative study.

It is known that employees’ job satisfaction can lead to better engagement of the employees in the organization. More participation of the employee can be productive for the organization. Since job satisfaction and innovation appear to be highly positively correlated, increasing one can increase the other. Business enterprises lose millions of dollars every year because of the disengagement of their employees. Improving the engagement of employees can improve their productivity.

Based on inductive methodology, this article links the individual employee's opinion‐count at work place and job satisfaction of the employee. These findings are important in the sense that employees’ engagement at work and well being depends on their satisfaction. Therefore, both the employer and employee can benefit from these findings. The study provides a new solution to an old problem. It suggests that opinion‐count is more effective in increasing job satisfaction than other policies.

Western research on teams has paid an increasing attention to team's emotional process and corresponding outcomes. However, there were seldom studies examining the influence mechanism of team leader emotional intelligence on subordinate outcomes in teams, and the previous studies often neglected the team context. The aim of the study is to explore the cross‐level effect of team leader emotional intelligence and team emotional climate on team member job satisfaction.

Questionnaire survey on 148 team leaders and 840 team members was conducted. The paper applied hierarchical linear modeling analyses with the software HLM 6.06 to test the hypotheses.

The analyses on the matched sample showed that team negative emotional climate has negative effect on team member job satisfaction, and team emotional climate moderates the relationship between leader emotional intelligence and team member job satisfaction such that leader emotional intelligence has stronger effect on member job satisfaction as team emotional climate becomes more negative.

First, it is a single time period study and cross‐sectional research design, which limits our ability to make causal inferences about the relationships proposed. Second, team leader emotional intelligence was reported by team leader themselves, and it will be better to combine self‐report and other‐report measures of emotional intelligence in the future study.

This study extends the existing theory through a cross‐level framework that examines how team emotional climate interacts with team leader emotional intelligence to affect member job satisfaction, thus enriches the studies on emotional intelligence and leadership, team emotional climate and team effectiveness. The study also provides evidence of group‐level emotion in China, a non‐Western cultural country, which enriches the existing body of studies sampling exclusively from Western cultural groups and the research of emotions in organizations at group level.

With extant research on the relationship between trust and effectiveness being inconclusive, the present study attempts to create a foundational investigation that examines the role of multiple mediators in the team trust – team effectiveness relationship. The authors identified the two emergent states of cohesion and satisfaction as intervening variables in the team trust – team effectiveness relationship, and tested this multi-mediation proposed model, within an interdependence theory perspective.

MBA students at a large university in the southwestern USA were administered two waves of paper-based surveys, which were assigned to project groups. Individuals had been assigned to groups with the intent of maximizing diversity of age, gender, functional background, industry experience, and undergraduate major for each team (this is a goal of the MBA program, not the researchers). The first wave was administered one week after the groups had been formed and after all group members had met in their groups at least once. The second wave of surveys was administered at the end of the semester after the groups had been working together for three months and had completed their final projects.

The results of the multiple mediation analysis found support for the hypotheses that cohesion and satisfaction serve as dual mediators of the trust – team effectiveness relationship.

This study examined how trust operates through other variables to affect team performance. Two important variables that have been shown to be affected by trust are cohesion and satisfaction. Utilizing interdependence theory, the relationship of team trust and team performance was investigated through the intervening variables of cohesion and satisfaction, as both have been shown to possess properties that potentially represent different aspects of the interdependent relationship between team members. Therefore, this study examines how trust impacts team performance though the dual mediators of cohesion and satisfaction, in efforts to develop a more informed and theoretically grounded understanding of team performance and effectiveness processes.

The purpose of this paper was to contribute to the clarification of the conditions under which teams can be successful, especially those related to team learning. To attain this goal, in the present study, the mediating role played by team members’ motivation on the relationship between team learning conditions (shared learning beliefs and team learning support) and members’ satisfaction with the team was analysed.

An empirical study with a multilevel design was carried out. Data concerning learning conditions, motivation and satisfaction were obtained from a survey among 398 employees working in 71 teams that perform complex tasks from 24 companies. A multilevel analysis was conducted.

Overall, the results showed that both team learning conditions – shared learning beliefs and team learning support – had a significant positive effect on members’ satisfaction, which was mediated by members’ motivation.

The proliferation of groups in the organizational setting has set new challenges for organizational research. In fact, more than ever it is necessary to study the conditions under which teams can be successful. Our findings put forward the relevance of creating conditions in the team to learn to increase team effectiveness, namely, in terms of team members’ satisfaction.

The purpose of this study is to explore the extent to which working in a management team in which leadership functions are shared impacts the role clarity, job overload, stress and job satisfaction of team members. It also aims to explore the moderating influence of organizational encouragement for team work.

The study uses data obtained from 200 top management team members working in Christian church organizations in the USA. Structural equation modeling was used to examine the relationship of shared leadership with the role conflict, role ambiguity, job stress, and job satisfaction of the management team members. These relationships were also evaluated for team members in organizations with both higher and lower levels of encouragement for team work.

A model in which role conflict and ambiguity mediate the relationship between shared leadership and job stress and job satisfaction provides the best fit with the data. Shared leadership within a management team was negatively related to team member role overload, role conflict, role ambiguity and job stress. Shared team leadership was positively related to job satisfaction of team members. The relationship of shared leadership with team member job outcomes is stronger in organizations with lower levels of encouragement for teamwork.

A practical implication of these results for leaders of management teams is that sharing some leadership roles and responsibilities within their teams with other members may have positive effects for the effectiveness of the team as well as the satisfaction of the team members. The generalizability of the results may be limited by the team size studied and the tendency of church pastors to be pre‐disposed to helping their management team members.

This is one of the few studies that have examined the effects of shared leadership within management teams on team members. Although shared leadership within teams may increase job demands on members and require team members to take on new roles, it seems to have positive effects on team member perceptions of their jobs. In addition, the extent to which an organization encourages teamwork makes a difference in the relationship of shared leadership with team member jobs.

Data was obtained from students from 39 universities in 24 countries, part of a large experiential exercise, X-Culture, who worked remotely in cross-cultural teams to solve business problems. The purpose of this study is to develop and test, using structural equation modeling, a conceptual model that identifies the determinants of satisfaction with teamwork.

Data was obtained from participants, students from universities from 39 universities in 24 countries, in a large experiential exercise, X-Culture, who worked remotely in cross-cultural teams to solve business problems. A conceptual model that identifies determinants of satisfaction with teamwork was developed and tested using structural equation modeling.

Satisfaction with teamwork is related to cultural intelligence (CQ), team identity and team climate. Interestingly, CQ of individual team members does not directly impact satisfaction with teamwork. Team identification and team climate, variables that require personal engagement and goodwill, mediate the effects of CQ on satisfaction.

Results suggest that team identification and team climate are important antecedents and explanatory mechanisms for developing satisfaction with teamwork. Having culturally intelligent team members is a necessary, but insufficient condition for satisfying teamwork. Therefore, to increase satisfaction with global virtual teamwork, teams need more than simply culturally intelligent team members. Increased satisfaction requires that team members identify with their team and develop a favorable team climate. The authors suggest education recommendations for global virtual teams.

This paper aims to determine the impact of perceived virtuality on team dynamics and outcomes by adopting the Input-Mediators-Outcome (IMO) framework. Further, it also investigates the mediating role of team processes and emergent states.

The authors collected survey data from 315 individuals working in virtual teams (VTs) in the information technology sector in India using both offline and online questionnaires. They performed the analysis using Partial Least Squares Structural Equation Modelling (PLS-SEM).

The authors investigated two sets of hypotheses – both direct and indirect (or mediation interactions). Results show that psychological empowerment and conflict management are significant in managing VTs. Also, perceived virtuality impacts team outcomes, i.e. perceived team performance, team satisfaction and subjective well-being.

The interplay between the behavioural team process (conflict management) and the emergent state (psychological empowerment) was examined. The study also helps broaden our understanding of the various psychological variables associated with teamwork in the context of VTs.

Findings from this study will aid in assessing the consequences of virtual teamwork at both individual and organisational levels, such as guiding the design and sustainability of VT arrangements, achieving higher productivity in VTs, and designing effective and interactive solutions in the virtual space.

The study examined the interplay between behavioural team processes (such as conflict management) and emergent states (such as psychological empowerment). The study also theorises and empirically tests the relationships between perceived virtuality and team outcomes (i.e. both affective and effectiveness). It may serve as a guide to understanding team dynamics in VTs better.

This exploratory study attempts to enhance the current understanding of the research and practice of VTs within a developing economy.

Previous studies have examined the empowerment of individual teachers, while neglecting the fact that such a phenomenon might grow within a team. Building on the crossover model and social exchange theory, the aim of this study is to explore whether team empowerment among school management teams (SMTs), is transmitted to the school level and affects schoolteachers' job satisfaction and thereby schoolteachers' organizational citizenship behavior (OCB). Furthermore, we explored whether those relationships are moderated by team-member exchange (TMX) relationships.

Data were collected from 86 principals, 357 SMT members and 683 schoolteachers from 86 schools.

Results confirmed the mediating role of schoolteachers' job satisfaction, showing a positive relationship between SMT empowerment and schoolteachers' job satisfaction, and between job satisfaction and OCB. The moderation of TMX and the overall moderated mediation hypotheses were not supported.

The nature of data collected in the current study precludes any inference concerning the direction of casual links among the study constructs. Therefore, longitudinal studies could be designed, aimed at confirming the direction of links among the variables.

The findings reinforce the impact of schoolteachers' job satisfaction on achieving OCBs. Hence, SMT members carry the responsibility to cultivate satisfied schoolteachers through schools' support mechanisms and guidance in order to achieve schoolteachers' OCB.

The study identifies SMT empowerment as a key factor that may indirectly encourage schoolteachers to invest in OCBs through positive attitudes of schoolteachers' job satisfaction.