Analyzing the Structural Relationship between Task Interdependence, Task Conflict, Relationship Conflict, Team Member Cooperation, and Team Performance in Team Learning for Adult Learners at the Graduate School of Education

Jeong, Hanho

doi:10.26857/JLLS.2019.11.15.4.119

Using structural model, we investigated the impact of ‘task interdependence’, ‘task conflict’, ‘relationship conflict’, and ‘team member cooperation’ on ‘team performance’ of adult learners in the Graduate School of Education. In particular,‘task interdependence’ and ‘team member cooperation’ were adopted as positive variables. ‘Task conflict’ and ‘relationship conflict’ were adopted as negative variables, and ‘team performance’ was adopted as a dependent variable. In thisstudy, data were collected from adult learners(250 students) who have been conducting team learning for two consecutive semesters. Through this study, first, it was found that task interdependence in team learning had the most direct-indirect impact on team performance. Second, it was found that team member cooperation to solve team tasks had the most direct impact on team performance. Third, the impact of relationship conflict and task conflict on team performance could be structurally identified. For example, we found that relationship conflict can be a source of task conflict and negatively affect team member cooperation or team performance. It was also explored that task conflict did not have a significant impact on team member cooperation but could have a positive impact on team performance. This study suggested the theoretical and practical implications for the effective implementation of team learning for adult learners at the Graduate School of Education.

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