Table A2 Teachers' perception of... | Emerald Publishing

Table A2

Teachers' perception of distributed leadership

Survey items
System roles are selected based on specific professional competencies
System roles provide students with opportunities to participate in decision-making processes
System roles promote responsibility among all staff members in leading activities and projects
System roles dedicate time to building trust-based relationships with all staff members
System roles place strong emphasis on improving teaching and learning
System roles ensure that all actions align with the school's vision, objectives, and values
System roles anticipate opportunities and potential risks or challenges
System roles facilitate coordination among teacher groups, different school branches, and training areas
System roles bridge the gap between the academic, administrative, and technical sectors to enhance service functionality and equipment efficiency
System roles establish effective collaborations with external partners (local authorities, other schools, associations, foundations, etc.) to ensure coordination in training activities
System roles are selected based on the willingness to take on the role
System roles are selected based on peer recognition
System roles are selected based on the school principal's trust
System roles participate in training initiatives to develop the competencies required for their role and responsibilities
System roles are committed to facilitating individual and group professional development activities
System roles guide and support the teachers they coordinate
System roles develop the potential of other colleagues, enabling them to take on coordination roles in the future
System roles provide all teaching staff with opportunities to participate in decision-making processes

Survey items
System roles are selected based on specific professional competencies
System roles provide students with opportunities to participate in decision-making processes
System roles promote responsibility among all staff members in leading activities and projects
System roles dedicate time to building trust-based relationships with all staff members
System roles place strong emphasis on improving teaching and learning
System roles ensure that all actions align with the school's vision, objectives, and values
System roles anticipate opportunities and potential risks or challenges
System roles facilitate coordination among teacher groups, different school branches, and training areas
System roles bridge the gap between the academic, administrative, and technical sectors to enhance service functionality and equipment efficiency
System roles establish effective collaborations with external partners (local authorities, other schools, associations, foundations, etc.) to ensure coordination in training activities
System roles are selected based on the willingness to take on the role
System roles are selected based on peer recognition
System roles are selected based on the school principal's trust
System roles participate in training initiatives to develop the competencies required for their role and responsibilities
System roles are committed to facilitating individual and group professional development activities
System roles guide and support the teachers they coordinate
System roles develop the potential of other colleagues, enabling them to take on coordination roles in the future
System roles provide all teaching staff with opportunities to participate in decision-making processes

Note(s): *For the analysis, the relevant items are: Lead_3, Lead_6, Lead_7, Lead_8, Lead_9, Lead_11, Lead_12, Lead_16

Source(s): Authors’ own work