A Proposed Model For Monitoring The Reality Of Virtual Team Practice In Self-Managed Schools In East Jerusalem

Abstract

The researcher designed a proposed model for leading virtual teams in self-managed schools in East Jerusalem (v-IPOE).

The researcher followed a systems approach in building the proposed model, which consists of inputs, processes, outputs, and impacts. The inputs of the model comprise three levels: individual level (attitudes, personality traits, virtual team leadership skills), team level (team size, team cohesion, team structure), and virtual level (individual tasks, reward structure, technology). The processes of the model include social processes (trust, communication, collaboration, and training) and cognitive processes (team learning, knowledge transfer). The outputs of the model encompass performance, emotional measures (values), team development, and challenges. Finally, the impact includes job satisfaction and organizational commitment. The model was built using the analytical, developmental, and constructive methodology, relying on interviews, focus groups, and educational theories. The interviews involved 72 participants, including 36 managers and 36 teachers. The focus group included 15 educational experts, whose validity and reliability were examined. The researcher recommended that self-managed schools in East Jerusalem adopt the proposed model and attempt to apply it as an approach to increase their efficiency and enhance their readiness in leading virtual teams.