Organization Development Intervention: Applying Lewin’s Action Research Model to Enhance Skill Competency and Collaboration for Improved Job Performance of Online Teachers at AAA Chinese Online School
Abstract
This study examines the organizational development potential of the Teaching Service Center (TSC) at AAA Online School by strengthening online teachers’ skill competencies and collaborative capacity to improve online teacher job performance. Guided by Goal-setting theory and Weisbord’s six-box model and structured around Lewin’s action-research cycle (Pre-ODI, ODI, Post-ODI), a mixed-methods design was implemented with 130 teachers sampled from a population of 360. The ODI comprised a seven-activity portfolio (leadership workshop, World Café on communication, cloud-based e-learning, one-to-one lesson observation/feedback, virtual team-building, Appreciative Coaching, and teaching rating scale updates). Pre/post comparisons showed significant gains across all six variables (all p < .001). Online Teacher Job Performance rose from M = 3.32 to M = 3.93, mean difference = 0.62, t = 6.893, p < .001. Multiple regression on post-ODI scales yielded R = .662, R² = .438, adj. R² = .415, F(5,124) = 19.338, p < .001; all five predictors contributed uniquely and positively: trust in virtual workplace (β = .248, p = .002), collaboration with co-workers (β = .217, p = .012), individual leadership skills (β = .193, p = .011), virtual classroom-tech skills (β = .171, p = .023), and communication skills (β = .153, p = .043). Qualitative evidence converged, indicating clearer lesson leadership, more adaptive communication, routine use of interactive tools, stronger peer routines, and improved perceptions of organizational reliability. Taken together, the evidence supports all eleven hypotheses—post-intervention gains across all six constructs and positive, unique effects of each predictor on Online Teacher Job Performance. Findings show that a strategically designed ODI—linking capability building with social/structural supports—can strengthen perceived performance and the collaborative infrastructure of virtual teaching.
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