Ford, TimWheelus, Michael2024-05-102024-05-102024-03-07https://hdl.handle.net/11244/340331This study investigates the conditions fostering self-organized teacher groups within schools and their relationship to reducing teacher isolation. Utilizing a mixed-methods approach involving 663 online surveys and 18 interviews, the research aimed to identify specific school conditions that encourage teachers to form self-organized groups and assess whether such participation experience decreased feelings of isolation. Findings indicate that self-organized groups, formed under interdependence, independence, and clear goal-setting conditions, are associated with reduced teacher isolation. These groups enable collaborative support without necessitating physical meetings, suggesting that connections within the educational organization can significantly mitigate feelings of isolation among teachers. Although the complexity theory framework does not allow for definitive cause-and-effect conclusions, the study highlights a strong link between supportive conditions for self-organization and lower levels of reported isolation. This research contributes to the educational field by offering insights into how school leaders can cultivate environments that promote teacher autonomy, collaboration, and self-organization, potentially reducing isolation and enhancing the educational setting. The implications extend a call to action for educational leaders and policymakers to foster school cultures that embrace self-organization principles, emphasizing the importance of independent and interdependent work aligned with shared objectives for natural teacher group emergence.Attribution-NonCommercial-NoDerivatives 4.0 InternationalEducationComplexity TheoryFlocking TheoryTeacher IsolationTeacher Collaboration