![]() Highly agreeable individuals seemed to cope better with losing, and individuals in teams heterogeneous in Conscientiousness seemed to feel better about collaboration quality. The team role was linked to the individual's preference of certain communication patterns and related to their perception of the collaboration quality. An analysis of communication patterns suggests that winners made more use of action and response statements. ![]() Results show that the personality trait of Openness to experience may impact team performance with teams with higher minimum levels of Openness more likely to defuse the bomb on time. This study explores the dynamics between 120 crowd participants paired into 60 virtual dyads and their collaboration outcome during the execution of a high-pressure, time-bound task. Although a fair share of the literature has explored the effect of personality on various other types of teams and tasks, little is known about how it contributes to teamwork when teams of strangers have to cooperate ad-hoc, fast, and efficiently. The new team roles including their skills and behaviors can help to better design hybrid human-AI teams and to better understand team dynamics and processes.Ĭritical, time-bounded, and high-stress tasks, like incident response, have often been solved by teams that are cohesive, adaptable, and prepared. The results show four consistent team roles: the coordinator, creator, perfectionist and doer. With nine expert interviews, we discussed and further extended our initially identified team roles, to construct consistent team roles for AI-based teammates. In our quantitative survey based on existing team role concepts (n = 1.358), we used exploratory and confirmatory factor analysis to construct possible roles that AI-based teammates can fulfill in teams. With a multi-method approach including a quantitative and a qualitative study, we constructed four team roles for AI-based teammates. Especially, when AI-based systems act as coequal partners in collaboration scenarios, their role within the team needs to be defined. It is important to research how changes in team composition affect joint work, as previous theories and insights on teams are based on the knowledge of pure human teams. The increasing importance of artificial intelligence (AI) in everyday work also means that new insights into team collaboration must be gained. They can also be adapted to redesign Thailand’s standards for school leaders and used as a guideline to inform supervisory behaviours that are more responsive to a teacher’s personality. These findings support and extend the notions of differentiated supervision and educational leadership. Thinking teachers preferred collaborative behaviours, while Feeling teachers preferred benevolent supervisors and either directive or nondirective behaviours. Extraverted teachers preferred nondirective behaviours, whereas introverted teachers preferred directive behaviours and capable supervisors. Extraversion versus Introversion and Thinking versus Feeling personality domains significantly influenced the teachers’ supervisory behaviour preference, and the former domain had a greater influence than the latter. These supervisors positively impacted on their attitudes towards the supervision process, the supervisors, and their professional development. The study’s findings suggested that teachers preferred collaborative, capable and considerate supervisors. The qualitative findings are used to verify and amplify the quantitative findings. The qualitative data were gathered by open-ended questions in the sentence completion form and analysed via content analysis and correlation analysis. ![]() The quantitative data were collected by closed questions with the Analytic Hierarchy Process method and analysed through mean calculation and multiple regression analysis. There were 460 teachers responding to the quantitative strand and 384 to the qualitative strand. ![]() This study sought to explore the preference of Thailand’s in-service teachers for supervisory behaviours and to comprehensively examine the influence of personality on this preference using a convergent mixed methods design. Such a supervisory provision is suggested to address teachers’ personality among other characteristics, but the relationship strengths and directions between personality and teachers’ supervisory behaviour preference are still unclear. To promote teachers’ professional development also involves the differentiation of supervisory approaches that suit individual teachers. No study has yet captured the nationwide perspective of Thailand’s in-service teachers on supervisory behaviours, although these behaviours have an impact on their professional learning and career attitudes. Thailand’s education is undergoing a reform to enhance its quality and equity, and teachers are a driving force of this reform movement.
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