The American Journal of Social Science and Education Innovations
83
https://www.theamericanjournals.com/index.php/tajssei
TYPE
Original Research
PAGE NO.
83-100
10.37547/tajssei/Volume07Issue02-09
OPEN ACCESS
SUBMITED
11 December 2024
ACCEPTED
13 January 2025
PUBLISHED
15 February 2025
VOLUME
Vol.07 Issue 02 2025
CITATION
Fatina Muhammad Ratib. (2025). Impact of experience and training on
leadership skills in virtual teams in self-managed schools in East Jerusalem.
The American Journal of Social Science and Education Innovations, 7(02),
83
–
https://doi.org/10.37547/tajssei/Volume07Issue02-09
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Impact of experience and
training on leadership
skills in virtual teams in
self-managed schools in
East Jerusalem
Fatina Muhammad Ratib
Faculty of Mathematics, Birzeit University, Palestine
Abstract:
This study investigates the impact of
experience and leadership skills training in virtual teams
in self-managed schools in East Jerusalem. A mixed
quantitative and qualitative approach was used to
collect and analyze data from a sample of virtual team
leaders and members in these schools. The results
showed that there is a statistically significant
relationship between the level of experience and
training received and the development of effective
leadership skills in the virtual environment. The study
showed that more experienced leaders and those with
advanced training showed higher proficiency in
managing virtual teams, compared to those with less
experience or insufficient training. The results also
indicated that continuous training plays a crucial role in
improving the performance of leaders and their ability
to meet the needs of virtual teams, which enhances the
effectiveness of teamwork and the achievement of
organizational goals. Based on these findings, the study
recommends strengthening training and professional
development programs for virtual team leaders to
ensure the highest levels of performance and
effectiveness.
Keywords:
Virtual training, virtual team, leadership,
self-managed schools, East Jerusalem.
Introduction:
In light of recent developments and the
pressures imposed by the Corona pandemic, it has
become necessary to reconsider the skills and abilities
required to work in virtual environments, especially in
educational contexts such as self-managed schools in
East Jerusalem. Experience and training play a pivotal
role in enhancing leadership skills in such environments,
The American Journal of Social Science and Education Innovations
84
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
as leaders face new challenges related to ways of
communicating, coordinating, and building trust
among virtual team members.
According to recent studies, Daher (2021) noted the
importance of technological cognitive tools in
influencing the learning process, emphasizing the
necessity of interaction and dynamism as key features
of the tools used. Gaudecker et al. (2020) also noted
that
the
coronavirus
pandemic
has
forced
communities to rethink many aspects of life, including
ways of working and driving, highlighting the need for
rapid adaptation to virtual work environments.
In this context, virtual leadership has become a critical
factor in achieving the effective performance of virtual
teams, as leaders have to use effective communication
techniques and tools to ensure the achievement of
common and desired goals. Research has confirmed
that training leaders in technological and leadership
skills is a basic necessity to ensure the quality of work
outputs in virtual teams (Shmidt, 2014).
In light of these developments, this study seeks to
examine the impact of experience and training on
leadership skills in virtual teams in self-managed
schools in East Jerusalem, by examining how to
enhance performance and improve outcomes through
the use of innovative training strategies, taking into
account the effects of various factors such as gender
and experience.
The Study's Problem
Virtual teams have become an integral part of the
educational environment in self-managed schools,
especially in areas such as East Jerusalem, where
geographical and political conditions impose a complex
reality that doubles the importance and necessity of
these teams.
Previous studies, such as Hoch and Kozlowski (2014),
have indicated that leadership in virtual teams requires
new demands for motivation and inspiration, while
other studies, such as those conducted by Mehtab et
al. (2017), have shown that there are clear challenges
in the virtual work environment, such as ambiguity in
communication and members' lack of traditional
guidance.
In this context, this study comes to identify the impact
of experience and training on leadership skills in virtual
teams within self-managed schools in East Jerusalem.
The problem arises in how to develop and develop
these leadership skills to meet the unique challenges
posed by virtual environments, and to ensure the
quality of educational outcomes under these
circumstances. The study aims to develop a proposed
model for development and improvement based on a
comprehensive analysis of current leadership practices,
and the challenges they face, with a focus on how
effective training can be used to enhance leaders'
abilities to manage virtual teams more efficiently and
effectively.
Study Questions
Key Question 1:
What is the reality of practicing virtual teams in self-
managed schools in East Jerusalem?
Question 2:
How aware are the virtual team leaders and members in
the self-managed schools in East Jerusalem of the
training needs related to virtual team leadership?
This main question is divided into the following sub-
questions:
Question 1
Are there statistically significant differences at the level
of significance (α ≤ 0.05) between the opinions of the
respondents (school staff in East Jerusalem) about the
awareness of the virtual team leader and members of
the training needs, attributed to the age variable
Question 2:
Are there statistically significant differences at the level
of significance (α ≤ 0.0
5)between the opinions of the
respondents (school staff in East Jerusalem) about the
awareness of the virtual team leader and members of
the training needs, attributed to the variable of years of
experience in participating in virtual teams?
Question 3:
Are there statistically significant differences at the level
of significance (α ≤ 0.05)between the opinions of the
respondents (school staff in East Jerusalem) about the
awareness of the virtual team leader and members of
the training needs, attributed to the variable of years of
experience in leading virtual teams?
Sub-question 4:
Are there statistically significant differences at the level
of significance (α ≤ 0.05)between the opinions of the
respondents (school staff in East Jerusalem) about the
awareness of the virtual team leader and members of
the training needs, attributed to the score variable in
the New Horizon system?
Sub-question 5:
Are there statistically significant differences at the level
of significance (α ≤ 0.05)between the opinions of the
respondents (school staff in East Jerusalem) about the
awareness of the virtual team leader and members of
the training needs, attributed to the variable that
received training on virtual team leadership?
Sub-question 6:
The American Journal of Social Science and Education Innovations
85
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
Are there statistically significant differences at the
level of significance (α ≤ 0.05)between the opinions of
the respondents (school staff in East Jerusalem) about
the awareness of the virtual team leader and members
of the training needs, attributed to the gender
variable?
Importance of the study:
Scientific importance:
•
The study contributes to a deep understanding
of the situation of virtual teams in self-managed
schools in East Jerusalem, helping to fill the research
gap in this area.
•
By assessing the awareness of virtual team
leaders and members of training needs, the literature
on training in virtual learning environments can be
improved.
•
The study provides data on differences in
awareness and training based on different variables,
allowing the academic community to better
understand the potential impacts of these variables on
the effectiveness of virtual teams.
Practical Importance:
•
Based on the results of the study, tailored
training strategies can be developed to improve the
performance of virtual teams and meet their needs.
•
The study provides valuable information to
help administrators and decision makers in self-
managed schools make data-driven decisions about
how to improve management and training in virtual
teams.
•
The results of the study can be used to develop
educational and organizational policies that support
the effectiveness of virtual teams and enhance their
ability to achieve educational goals.
Study Objectives:
o
Understand the current status of virtual team
practices in self-managed schools in East Jerusalem.
o
Measure the extent to which leaders and
members are aware of training needs related to virtual
team leadership.
o
: Determine if there is an effect of the age
variable on individuals' awareness of training needs.
o
Study the impact of years of experience in
participating in virtual teams on awareness of training
needs.
o
Measure the impact of years of experience in
leading virtual teams on individuals' awareness of
training needs.
o
Assess the impact of the score in the New
Horizon system on individuals' awareness of training
needs.
o
Study the impact of receiving training on virtual
team leadership on individuals' awareness of training
needs.
o
Determine if there is a difference in individuals'
awareness of training needs based on gender.
Terminologies and Definitions
1.
Leadership:
o
Leadership is defined as the ability to influence
a group of individuals towards common goals (Batah,
2016). In this study, leadership is procedurally defined
as the ability possessed by the virtual team leader in the
self-managed schools in East Jerusalem to guide team
members towards achieving common educational
goals, with an emphasis on the importance of
experience and training in developing this ability.
2.
Virtual Team:
o
A virtual team is defined as a group of people
who work together to complete a task or joint project
without having to be in one place geographically
(Mysirlaki & Paraskeva, 2020). The researcher defines
the virtual team in this study as a group of teachers and
administrators in self-managed schools in East
Jerusalem, who communicate and work together
through digital platforms to achieve specific educational
goals.
3.
Virtual Training:
o
Virtual training is defined as online courses that
aim to improve the skills of virtual team members
(Henken, 2022). Procedurally, the researcher defines it
as the training programs that leaders and members of
virtual teams undergo in self-managed schools in East
Jerusalem, with the aim of developing their leadership
and technical skills.
4.
Self-Managed Schools
: Al-Ajmi (2019) states
that self-managed schools refer to a type of educational
administration
that
promotes
autonomy
and
participation in decision-making by members of the
school administration. Procedurally, self-managed
schools are defined in this study as educational
institutions in East Jerusalem that rely on
decentralization of administration, where authorities
are delegated to school principals and educational staff
members to make decisions commensurate with the
needs of the school, while studying the impact of gender
on leadership within this environment.
Theoretical framework and literature review
In this section, we will review the theoretical literature
and previous studies related to the topic of leadership
in virtual teams and the impact of experience and
training on leadership skills, especially in educational
The American Journal of Social Science and Education Innovations
86
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
contexts. We will address the concept of leadership, its
characteristics, and styles, then move on to the
concept of virtual teams, their characteristics, and the
importance of virtual training in improving the
performance of virtual teams. This review will help
build a strong theoretical foundation for the current
study.
1.
Concept of Leadership
Leadership is a core concept in management, defined
as the ability to influence a group of individuals to
achieve common goals (Battah, 2016). Leadership
involves several elements: leader, group, goals, and
impact. Many researchers have pointed out that
leadership is a key factor in improving the performance
of institutions, especially in educational systems (Al-
Adwan, 2021).
The educational leader is pivotal in guiding and
motivating teachers towards achieving teaching and
learning goals through the use of effective teaching
strategies and the development of a sustainable
learning environment (Al-Ajmi, 2019). The importance
of leadership is not limited to achieving educational
goals, but extends to developing innovation and
change, building positive relationships, and promoting
motivation and effective communication (Taresh,
2020).
2.
Leadership Theories
The literature has provided many theories for
understanding leadership. Among these theories, we
find the “great man” theory, which asserts that a
leader is born with innate qualities that make him an
effective leader (Batah, 2016). Behavioral theories, on
the other hand, focus on the behaviors and actions that
leaders do rather than personal traits, such as
proactive leadership and prescriptive leadership.
Situational theories advance the hypothesis that the
effectiveness of leadership depends on the interaction
of various factors such as the type of leader, the
characteristics of individuals, and the nature of the
situation (Fiedler, 1978). As for the transformational
theory, it highlights the importance of inspiring and
motivating the team towards achieving higher goals
and developing its capabilities
3.
Virtual teams
With rapid technological advances and global changes
such as the Corona pandemic, virtual teams have
emerged as an essential part of the work environment
in modern institutions. Virtual teams are defined as
groups of individuals who work together to achieve
common goals without having to be in one
geographical place, and are communicated through
technology (Mysirlaki & Paraskeva, 2020).
Studies have demonstrated that virtual teams face
unique challenges related to geographic dispersion and
lack of face-to-face social interaction, which affects
cohesion and effectiveness (Kock, 2008). However,
effectiveness in virtual teams depends heavily on the
efficiency of the use of technology, as well as the skills
of the leader in guiding the team and overcoming these
challenges.
4.
Virtual Training in Virtual Teams
Virtual training refers to training programs delivered
online to enable members of virtual teams to acquire
the skills needed to improve performance (Henken,
2022). Virtual training is an effective tool to keep up
with the rapid changes in the virtual work environment,
as it enhances the ability of members to adapt to new
technology and increases their efficiency and
effectiveness.
Studies suggest that virtual coaching can be difficult to
implement due to a lack of personal and social
interaction that affects confidence building among team
members. However, well-designed training can help
overcome these challenges and improve the overall
performance of the team (Rosen et al., 2006).
By reviewing the theoretical literature and previous
studies, it is clear that leadership plays a pivotal role in
the success of virtual teams, and that experience and
training are key factors in enhancing leadership skills in
these environments. The present study seeks to explore
these factors more deeply and provide a developmental
model that can contribute to improving the
performance of virtual teams in self-managed schools in
East Jerusalem.
5.
A review of previous studies related to
cooperation and exchange of experiences within the
virtual team and awareness of the training needs of the
leader and members of the virtual team
Studies related to cooperation and exchange of
experiences within virtual teams and the awareness of
leaders and members of these teams of training needs
are vital areas in our digital age, especially with the
increasing shift towards work and distance education. In
this context, we will review some notable studies that
have addressed these topics, focusing on theoretical
frameworks and their main findings.
Zakaria (2011) conducted a study aimed at crystallizing
the concept of electronic cooperation and its
integration with virtual teams. The study employed a
case study approach based on an electronic cooperation
platform at the University of Mosul. The study
concluded that e-collaboration represents a new
generation in information and communication
technologies, and promotes the integration of virtual
The American Journal of Social Science and Education Innovations
87
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
teams, leading to improved collective performance.
In the study of Gibbon (2012), the impact of the
application of virtual training on the quality of training
in the General Personnel Bureau in the Gaza Strip was
examined. The study found a positive relationship
between virtual training and improving the quality of
the training process.
Rousseau et al., 2013) focused their study on the role
of team coaching in supporting collective innovation
through motivational and behavioral mechanisms. The
results showed that training has a direct impact on
supporting innovation, as well as an indirect impact on
the team's behavioral process through the team's
commitment to its goals.
Gonzalez et al., 2021) conducted a study in Spain to
investigate the impact of management training on the
well-being of virtual teams. The results showed that
training increased the well-being of virtual teams, with
a moderate impact of openness on formation
experiences.
METHOD
This part deals with explaining the research context
and its procedures forthis study by presenting the
adopted curriculum and the studied variables, in
addition to explaining the in-kind community and its
participants, and clarifying the tool used and the
procedures followed to achieve its reliability and
stability. The set of successive steps to be followed for
the implementation of the study will also be discussed,
as well as reviewing the most important statistical
methods used to verify the validity of the research
hypotheses, and in conclusion, the most prominent
recommendations will be presented.
Study Methodology
The study methodology adopted in this study is the
mixed quantitative and qualitative approach, where
quantitative research methods were used to collect
and analyse data statistically through questionnaires
distributed to samples of virtual team leaders and
members in self-managed schools in East Jerusalem.
The qualitative approach was also used through open
interviews to gain a deeper understanding of the
individual experiences and challenges faced by these
leaders and members in virtual environments.
(Alawneh, 2022)
This combination of the two approaches helped to
provide a holistic view on the impact of experience and
training on leadership skills in virtual teams, allowing for
the integration of quantitative results that provide clear
numerical indicators, and qualitative results that
interpret these indicators through realistic experiences
and concrete contexts.
Population and Sample of the Study:
The study community consisted of all virtual teams for
the subject of mathematics (consisting of all directors,
teachers, educational centers, and counselors) in the
self-managed primary schools of the Ministry of
Education in East Jerusalem for the academic year
(2021-2022), which numbered (450) individuals,
including (48) directors and managers, (24 directors, 24
directors), and also (251) teachers, (144) concentrated
and(7) counselors. They work in (48) schools that apply
the self-management system. These schools were
distributed in terms of school type to (17) female
schools, (20) male schools, and (11) mixed schools. As
for the curriculum, there are (24) schools that teach the
Palestinian curriculum, (14) schools that teach the
Palestinian curriculum and the bejroot, and(10) schools
that teach the bejroot curriculum only.
Study sample
: The study sample consisted of (349)
individuals Appendix (6); which is the size necessary to
estimate the average of the community to be confident
by 95%, and that the error in estimating the average will
not exceed 2.5%, and these responses formed a
percentage of approximately 78%; it included the
following: the number of managers (36) individuals, the
number of mentors (7) individuals, and the number of
teachers (306) individuals.
Table (1) Demographic and occupational characteristics of the study sample
Age group
Details
Frequency Weight (%)
By Gender
Male
16
-
Female
20
-
By Gender
Male
99
-
Female
135
-
Total (Principals and Teachers)
-
270
-
Grand Total
-
349
-
The American Journal of Social Science and Education Innovations
88
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
Age group
Details
Frequency Weight (%)
Virtual Workshops
Total number of virtual teams
36
-
Distribution of the sample by age
Less than 25
37
10.6
25-34
91
26.1
35-39
133
38.1
P4 and above
88
25.2
Years of experience in virtual teams
Less than 1 year
33
10
1 - 2
135
39
3 - 4
92
26
5 + years - 100%
98
25
Experience in leading teams
Less than 1 year
46
13
1 - 2
125
36
3 - 4
91
26
5 + years - 100%
87
25
Degree in the New Horizon system "Knowledge"
Grade 1
41
12
Grade 2
48
14
Grade 3
46
13
Grade 4
30
8
Score of 5:
31
9
Grade : 6
42
12
Code 7
52
15
Grade 8/7
35
10
Code 9
24
7
Receive training
Yes
218
62.5
No
131
37.5
Gender
Male
142
40.7
Female
207
59.3
The total number of principals is 36 (16 males and 20
females) The total number of teachers is 234 (99 males
and 135 females)While the highest percentage of the
study sample in the age group 35-39 years (38.1%) The
lowest age group is "less than 25 years" by 10.6%, and
the majority (39%) have experience ranging from 1-2
years in virtual teams Only 10% of the sample have
experience of less than a year
We also find that most of the respondents (36%) have
1-2 years of experience in leading virtual teams, only
13% have less than a year of experience, and that the
largest percentage of the sample (15%) holds a grade
of 7 in the New Horizon system, the minority holds a
grade of 9 by 7%, while62.5% of the respondents
received training in leading virtual teams, while 37.5%
did not receive any training, and the largest percentage
of the sample is females (59.3%) compared to males
(40.7%)
The study tool:
A questionnaire that was used to collect the field study
data was developed by distributing it to the sample
members with the aim of collecting the necessary data
on the subject of the study, and then unpacking it on the
Statistical Package for Social Sciences (SPSS) program to
conduct the appropriate statistical tests with the aim of
reaching valuable indications and indicators that help
answer the study questions and hypotheses and draw
their results. It is a survey that contains a set of
interrelated and sequential paragraphs that are
answered and filled out by the study sample according
The American Journal of Social Science and Education Innovations
89
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
to the instructions and guidelines attached to it, with
the aim of collecting data on the problem of thestudy;
which is prepared with the intention of obtaining data
through the opinions of the sample members about a
specific phenomenon or situation. Therefore, the
researcher used thequestionnaire she prepared as a
tool that includes (13) paragraphs to achieve the
objectives of the study.
Psychometric characteristics of the instrument
Validity and reliability of the study instrument
(questionnaire)
The sample of the exploratory study consisted of (50)
randomly selected people in order to verify the validity
and stability of the study tool and that it measures
what it was developed for.
* Content Validity
: It is also called the validity of the
arbitrators of the questionnaire. The apparent validity
of the tool refers to the extent to which it is based on
the objectives for which it was developed, and the
extent to which it is related to the study and its
objectives (Al-Kubaisi, 2010). The tool was arbitrated
through the assistance of the supervising doctor of the
thesis, as the questionnaire was presented in its initial
form to eighteen (18) arbitrators of academic professors
in universities who have sufficient knowledge and
experience of the work of virtual teams and specialists
in the arbitration of the questionnaire of the subject of
this study, Appendix (2). They made important
amendments and their constructive suggestions were
added and taken into account by (95%), in terms of
addition, amendment or deletion, which contributed to
the completion of the paragraphs of this questionnaire
and in line with its paragraphs, whose questions
included all the objectives of the study.
The stability of the tool is intended to give the same
results if it is reapplied several times in a row to two
groups and with a time difference of at least one or two
weeks (Saeed, 2021).
After deleting the weak paragraphs, the stability of the
questionnaire paragraphs was verified by finding the
Cronbach alpha stability coefficient, as well as the
stability coefficient by halving, as shown in the following
table:
Table (2) Cronbach's alpha coefficient of stability, as well as the coefficient of stability by halving
Tool Areas
Number of
paragraphs
Stability
coefficient
using
Cronbach Alpha
The coefficient of
stability by the
half-partition
method
skells
6
.821
.833
Training
7
.892
.873
All paragraphs
13
0.964
.814
The results in Table (2) indicate that the values of the
stability coefficients of the Cronbach Alpha method
ranged between (0.821 - 0.892), all of which have very
high stability, and the values of the stability
coefficients of the half-fragmentation method ranged
between (0.833
–
0.873), all of which have high
stability, and the total degree of the stability
coefficient of all paragraphs in the Cronbach Alpha
method and the half-fragmentation method,
respectively, are (0.964) and(0.814), and the two values
have very high stability, and these values explain that
there is very high stability for all paragraphs of the
questionnaire.
Study questions
: The study questions will be answered
by finding arithmetic averages, standard deviations, and
percentage. A grade level scale (Very Low, Low,
Medium, High, Very High) was used, where the length
of the category = (7
–
1)/5 = 1.2, as shown in Table (23).
Table (3) Grade Level Scale
Periods
Grade
1 – Less than 2.2
Too low
2.2 – Less than 3.4
Low
3.4 – Less than 4.6
Average
The American Journal of Social Science and Education Innovations
90
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
4.6 – Less than 5.8
high
5.8 – 7
Very high strung.
RESULTS
The first key question: What is the reality of practicing
virtual teams in self-managed schools in East
Jerusalem?
The following table (4) shows the estimation of the
sample members to practice the virtual teams:
Table (4) Estimating the practice of virtual teams in self-managed schools in East Jerusalem
Mobile
Number
Virtual Teams Practice
Arithmetic
Mean
Standard
Deviation
Grade
%
laying,
arrangement,
arranging,
array,
disposal,
disposition,
marshalling,
order,
orderliness,
system,
tidiness,
settlement,
configuration
Area
1
Appreciate the skill of
the virtual team leader
and members.
640
1.570
HIGH
0.571
1
2
Establish trust between
the virtual team leader
and members.
5.390
828
high
77
3
3
Appraise the
performance rating of
the virtual team leader
and members.
440
1.797
high
714
2
4
Estimate the degree of
cooperation and
exchange of
experiences within the
virtual team.
4.910
.001
Average
143
5
5
Estimate the adequacy
of logistics and
infrastructure.
4.590
2.157
high
0.571
6
6
Estimate the extent to
which the virtual team
leader and members
are aware of training
needs.
.030
2 087
high
857
4
The American Journal of Social Science and Education Innovations
91
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
The total average estimate of the
practice of virtual teams
Quantity
349
5.167
1.907
HIGH
73.
We note from the previous table that the first field
received the highest rating (5,640) in the analysis of the
results of the table, which presents the estimates of
the sample members to practice virtual teams in self-
managed schools in East Jerusalem. We find that there
are several basic points that deserve attention.
First, the estimation of the skill of virtual team leaders
and members comes first, receiving the highest
arithmetic mean (5.640) with a standard deviation
(1.570). This suggests that the skills of individuals in
these teams are considered high profile and form a
strong foundation for the success of virtual teams. This
result reflects a great commitment to the professional
standards adopted within the institution, which
contributes to enhancing the quality of work and
professionalism, and enhances the reputation of the
school in which these individuals work. It is clear that
adherence to the standards is not limited to daily
performance, but extends to continuously improving
performance and developing skills, which is an
important factor in achieving sustainable success for
the team and the school alike.
Second, the confidence rating between the leader and
team members came in third, with a rate of (5.390) and
a standard deviation of (1.828). This score reflects a
high level of trust within virtual teams, which is
necessary to ensure effective communication and
fruitful collaboration. Mutual trust between team
members contributes to fostering a positive work
environment and supports the efficient achievement
of common goals.
Third, the area of performance evaluation of the leader
and team members also received a high rating, with an
average (5.440) and a standard deviation (1.797). This
indicates that there are effective evaluation
mechanisms that help monitor and improve the
performance of virtual teams. Periodic and systematic
performance
evaluation
contributes
to
the
identification of strengths and weaknesses, and
enhances the team's ability to continuously improve,
which increases the chances of success in achieving the
desired goals.
In contrast, the area of cooperation and exchange of
experiences within the virtual team emerges as one
aspect that can be improved, receiving an average rating
(4.910) with a standard deviation (2.001). This indicates
that there is a need for enhanced collaboration and
exchange of experiences between team members.
Internal cooperation is a vital element
in the success of virtual teams, and improving this
aspect may contribute to achieving better performance
and raising the level of overall effectiveness of teams.
As for estimating the adequacy of logistics equipment
and infrastructure, this field received the lowest rating
(4.590) with a standard deviation (2.157), indicating that
there
are
logistical
challenges
affecting
the
effectiveness of virtual teams. Improving infrastructure
and logistical support can enhance the ability of teams
to perform more efficiently.
Finally, the assessment of the awareness of the virtual
team leader and members of the training needs
received a good rating (5.030) with a standard deviation
(2.087). This shows that there is a good understanding
among team members of the importance of ongoing
training and developing the skills needed to work in the
virtual environment. Awareness of the importance of
training enhances the ability to efficiently meet business
needs and increases the chances of success in the virtual
learning environment.
Overall, the results show that the practice of virtual
teams in these schools is highly valued, with some
aspects that could be improved, such as internal
collaboration and infrastructure. This suggests a strong
work environment, with opportunities for continuous
improvement to ensure the best possible results. This
result is consistent with the study of (Robert & You,
2018; Mayer et al., 2022).
The second key question: To what extent are the
leaders and members of the virtual teams in the self-
managed schools in East Jerusalem aware of the
training needs related to the leadership of the virtual
teams?
Table (5) shows the assessment of the sample members
of the extent to which the team leader and members are
aware of the training needs:
Table (5) Estimating the extent to which the virtual team leader and members are aware of the training
needs
The American Journal of Social Science and Education Innovations
92
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
Paragraph
No.
Virtual Team Leader and Member Awareness
Arithmetic
Mean
Standard
Deviation
Grade
%
Arrangement
Area
1
The virtual team leader is very aware and interested in
the training programs of his team's work.
4.210
2.322
Average
143
7
2
Virtual Team Leader conducts the necessary tests
before and after the training process to verify
of the quality of learning resulting from the training.
4.700
.086
high
143
5
3
The virtual team leader is interested in providing all
the necessary training equipment and tools for his
team.
.030
2.117
high
857
3
4
The virtual team leader is interested in his team's
opinion about the quality of training through the self-
assessment forms and the group training assessment
form.
5.150
2.015
high
73.571
2
5
There is a diversity of means used in the training
evaluation process such as observation, success stories,
recording outputs, performance comparison, work
records, interview, follow-up, action plan.
4.850
2.226
HIGH
286.
4
6
The virtual team leader is concerned with the quality
and modernity of the curricula used in the training.
4.470
2.168
high
857
6
7
The virtual team leader has up-to-date templates for
evaluating trainers' performance.
5.630
1.676
high
429
1
Overall average to estimate the extent to which the virtual team
leader and members are aware of training needs
Issue
349
.030
2 087
high
857
The seventh paragraph received the highest rating
(5.630) and standard deviation (1.676), which states
that the leader has modern models to evaluate the
performance of trainers, and the first paragraph
received the lowest rating (4.210) and standard
deviation (2.322), which states that the leader is aware
of and highly interested in special training programs.
Overall, the score shows that their rating of the extent
to which the virtual team leader and members are
aware of training needs was high (5.030), and a
standard deviation (2.087).
The extent to which the leader and members of the
virtual team are aware of the training needs in leading
virtual teams for the subject of mathematics in the self-
managed schools of the Ministry of Education in East
Quds. The seventh paragraph received the highest
rating(5.630) and standard deviation (1.676) which
states that “the leader has modern models to evaluate
the performance of trainers”.
The presence of new models for evaluating the
performance of trainers in the leader is an important
and necessary feature in managing the virtual team.
These models contribute to enhancing efficiency and
effectiveness in evaluation, as the leader can use them
as a valuable tool to measure the performance of
trainers objectively and fairly. These models help in
analyzing multiple aspects of the trainers' performance,
such as teaching skills, communication, interaction with
trainees, motivation, and achieving goals using modern
models, the leader can provide an accurate and detailed
evaluation of the trainers' performance and guide them
towards developing their skills based on the results. This
contributes to improving the quality of training and
increasing the effectiveness of the virtual team.
In general, the leader's commitment to developing his
team and ensuring that the trainers' skills are maximized
is reflected in the presence of up-to-date models for
evaluating trainers' performance. This professional
approach enhances the efficiency of the virtual team
and ensures that goals are achieved more efficiently.
This is consistent with a study (Gonzalez et al., 2021).
Sub-question 1:
Are there statistically significant differences at the level
of significance α>0.05 between the opinions of the
respondents (school staff in East Jerusalem) about the
awareness of the virtual team leader and members of
the training needs, attributed to the age variable
Question 2:
The American Journal of Social Science and Education Innovations
93
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
Are there statistically significant differences at the
significance level α>0.05 between the opinions of the
respondents (school staff in East Jerusalem) about the
awareness of the virtual team leader and members of
the training needs, attributed to the variable of years
of experience in participating in virtual teams?
Question 3:
Are there statistically significant differences at the
significance level α>0.05 between
the opinions of the
respondents (school staff in East Jerusalem) about the
awareness of the virtual team leader and members of
the training needs, attributed to the variable of years
of experience in leading virtual teams?
Sub-question 4:
Are there statistically significant differences at the
significance level α>0.05 between the opinions of the
respondents (school staff in East Jerusalem) about the
awareness of the virtual team leader and members of
the training needs, attributed to the score variable in
the New Horizon system?
Table (6) shows the results of the single variance
analysis test according to the variables ( age, years of
experience in participating in virtual teams, years of
experience in leading virtual teams, grade in a new
system), and it was found from the analysis that there
are statistically significant differences in the awareness
of the virtual team leader and members of the training
needs according to the variables.
Table (6) Univariance analysis to test the sixth hypothesis according to the variables (dependent variable:
awareness of the training needs of the virtual team leader and members).
Independent
Variables
Source of
variance
Sum of
squares
df
Interme
diate
teams
F
Significa
nce level
Age
Between
Groups
676
3
892
.809
.000
Within Groups
.961
345
2.011
Total
837
348
Years of
experience
participating
in virtual
teams
Between
Groups
968
3
.656
914.
.001
Within Groups
796
345
2.309
Total
837
348
Experience in
leading teams
Between
Groups
.741**
3
247.
276
.001
Within Groups
895
345
2.321
Total
837
348
Grade in New
Horizon
System
Between
Groups
952
8
14 494
6.828
.000
Within Groups
.721
340
2.123
Total
837
348
From the results of the single variance analysis test
shown in Table (6), it appears that there are
statistically significant differences in the extent to
which the virtual team leader and members are aware
of the training needs based on the four variables
studied (age, years of experience in participating in
virtual teams, years of experience in leading virtual
teams, and grade in the New Horizon system).
•
The results showed statistically significant
differences (p < 0.05), which means that age plays a role
in the difference in the sample members' awareness of
training needs. This may be the result of different
experiences and experiences that come with age.
The American Journal of Social Science and Education Innovations
94
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
•
The results showed that there were
statistically significant differences between individuals
according to their years of experience in participating
in virtual teams. This suggests that more experienced
individuals tend to be more aware of training needs,
perhaps because of their exposure to more complex
and challenging situations.
•
Also, it was found that there are statistically
significant differences here, which means that years of
experience in leadership have a clear impact on
individuals' awareness of training needs. More
experienced leaders may be better able to identify and
address training needs effectively.
The results also showed statistically significant
differences with respect to score in the New Horizon
system, reflecting that individuals with higher scores in
this system may have greater awareness or a deeper
understanding of training needs.
To find out the source of the differences, a verbal test
was found for post comparisons to determine between
which categories these differences were and in favor of
whom, as in Table (7):
Table (7): A curative test for post comparisons according to the age variable
Age
Age
Intermediate teams
Significance level
Under 25 years old
25-34
.294
770.
than 35
|||UNTRANSLATED_
CONTENT_START|||1
.457
*
|||UNTRANSLAT
ED_CONTENT_END||
|
.000
P4 and above
069
996
25-34
Under 25 years old
293
770.
than 35
163
.000
P4 and above
225-
.771
than 35
Under 25 years old
|||UNTRANSLATED_
CONTENT_START|||-
1.457
*
|||UNTRANSLA
TED_CONTENT_EN
D|||
.000
25-34
163
.000
P4 and above
388
.000
P4 and above
Under 25 years old
(0.068)
996
25-34
0.225
.771
than 35
388
.000
Through Table (7) of the post-comparison lab test
according to the age variable, the following can be
observed:
•
The differences between the age group "less
than 25 years" and the age group "35-39 years" were
in favor of the group "less than 25 years".
•
Differences between the "35-39 years" age
group and other age groups (less than 25, 25-34, 40 and
above) were in favor of the "35-39 years" group.
•
The differences between the age group "40 and
above" and the age group "35-39 years" were in favor of
the category "40 and above".
This suggests that individuals in the 35-39 age group are
more conscious compared to other age groups, perhaps
The American Journal of Social Science and Education Innovations
95
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
because of their balance of work experience and professional maturity.
Table (8): A verbal test for post-comparisons according to the variable of years of experience in
participating in virtual teams
Years of experience
participating in virtual teams
Years of experience
participating in virtual teams
Intermediate
teams
Significance
level
Less than 1 year
1– 2
2.003
0.330
3... 4...
768
449.
5 + years - 100%
0.563
970
1– 2
Less than 1 year
-003
0.330
3... 4...
.234
633**
5 + years - 100%
-1.440
*
.003
3... 4...
Less than 1 year
-768
449.
1– 2
0.235
633**
5 + years - 100%
205
.028
5 + years - 100%
Less than 1 year
563
970
1– 2
1.440
*
.003
3... 4...
205
.028
From Table (8), we find that the differences were in
favor of individuals with “5 years and more” of
experience in participating in virtual teams, compared
to groups with less experience. This reinforces the idea
that long experience in virtual work contributes to
increased awareness of training needs.In the variable of
years of experience in leading virtual teams as in Table
(9):
Table (9): A verbal test for post comparisons according to the variable of years of experience in leading
teams
Experience in leading
teams
Experience in leading teams
Intermediate
teams
Significance
level
Less than 1 year
1– 2
312
.009
3... 4...
1.415
*
.002
5 + years - 100%
1.046
.138
1– 2
Less than 1 year
-1.312
*
.009
3... 4...
0.103
962
5 + years - 100%
-266-
872
3... 4...
Less than 1 year
-1.415
*
.002
1– 2
103
962
The American Journal of Social Science and Education Innovations
96
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
5 + years - 100%
-369
663
5 + years - 100%
Less than 1 year
.046
.138
1– 2
0.266
872
3... 4...
369
663
In Table (9), the differences were in favor of individuals
with “less than a year” of experience in leading virtual
teams when compared to the categories with the
greatest experience (1-2 and3-4 years). This may be a
result of these new leaders focusing more on training
needs due to their lack of experience and willingness to
learn and develop
Table (10): A verbal test for post comparisons according to the degree variable in the new horizon system
"knowledge" (dependent variable: awareness of the leader and members of the virtual team of training
needs).
Score in Horizon
System
New "Knowledge"
Degree in the New
Horizon system
"Knowledge"
Intermediate
teams
Significance level
2
6
-1.957
*
.031
6
2
1.957
*
.031
Table (10) indicates that the differences were in favor
of individuals with a score of “6” compared to those
with a score of “2”, indicating that progress in the New
Horizon system is associated with increased awareness
of training needs. This can be explained by the fact that
progress in the system reflects an accumulation of
experience and knowledge that helps to better identify
training needs.
Overall result:
Overall, the results indicate that there are statistically
significant differences in the awareness of the virtual
team leader and members of the training needs
depending on the different variables studied.
Experience, whether in age or years working in virtual
teams, plays an important role in determining these
differences. More experienced and older individuals,
or with higher scores in the New Horizon system,
appear to be more aware and interested in identifying
and addressing training needs, reflecting the
importance of ongoing experience and knowledge in
developing a deep understanding of training needs in
virtual teams.
Sub-question 5:
Are there statistically significant differences at the
significance level α>0.05 between the opinions of the
respondents (school staff in East Jerusalem) about the
awareness of the virtual team leader and members of
the training needs, attributed to a variable that received
training on leading virtual teams?
Sub-question 6:
Are there statistically significant differences at the
significance level α>0.05 between
the opinions of the
respondents (school staff in East Jerusalem) about the
awareness of the virtual team leader and members of
the training needs, attributed to the gender variable?
When examining the differences in training needs
according to the gender variable and receiving training,
the analysis found that the differences were in the
training needs according to the variable of receiving
training for the benefit of those who did not receive
training. While there were no statistically significant
differences in training needs according to the gender
variable, that is, males and females were estimated to
the same degree, as in Table (11):
Table (11): Table of t-test to test the sixth hypothesis according to the gender variable and the variable of
receiving training on leading virtual teams
The American Journal of Social Science and Education Innovations
97
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
Dependent
variable
The
independent
variable
Age
group
Quant
ity
Arithmetic
Mean
Standard
Deviation
t-value
Significan
ce level
Virtual Team
Leader and
Members
Awareness of
Training Needs
Gender
Males
142
.790
648
-.717-
474
Females
207
4, 914
1.483
Receive
training
Yes
218
681
.675
.067
.002
No
131
5.167
269
When analyzing the differences in the awareness of
the virtual team leader and members of the training
needs according to the "Receive virtual team
leadership training" variable, the results show
statistically significant differences at the significance
level α>0.05
\
alpha > 0.05α>0.05.
According to Table (11), the differences were in favor
of the individuals who did not receive the training, as
they obtained an arithmetic mean (5.167) compared to
an arithmetic mean (4.681) for the individuals who
received the training. The calculated t-value was (-
3.067) at a significance level (0.002), indicating that
individuals who did not receive training were more
aware of training needs than those who received
training.
This can be attributed to the fact that individuals who
have not received training may be more sensitive to
the need to develop their skills and awareness of
training requirements, making them more interested
in identifying those needs. Individuals who have
received training may already feel that they have
acquired
sufficient
knowledge,
which
may
underestimate their need for further training.
For the gender variance analysis, the results did not
show statistically significant differences in the
awareness of the virtual team leader and members of
training needs.
According to Table (11), the arithmetic mean of
awareness of training needs for males was (4.790)
compared to (4.914) for females, with a value of (-
0.717) and a level of significance (0.474), which means
that the differences are not statistically significant.
Explanation
: This suggests that gender does not play
an influential role in individuals' awareness of training
needs in this case. Whether male or female, their
estimates and awareness of training needs were very
close, reflecting that both genders have an equal level
of awareness of the importance of training and the
needs required in the virtual work environment.
These findings underscore the importance of focusing
on developing training strategies that take into
account differences in individual experiences and
experiences more than relying on traditional training
alone, and highlight the lack of gender discrimination
with regard to awareness of training needs, indicating
equal opportunities between males and females in this
context.
Analysis of Interviews
The present study seeks to understand the impact of
experience and leadership skills training in virtual teams
in self-managed schools in East Jerusalem. To achieve
this goal, qualitative interviews were conducted with
five managers, eight teachers, and three mentors.
Interviews aim to explore how logistical setups,
different experiences, and available training affect the
quality of leadership and work in virtual teams. The
analysis addresses the type of challenges and
experiences that managers, teachers, and counselors
face in these virtual learning environments.
Questions per category:
1.
Managers:
Question 1: How do you assess the impact of available
training on developing your leadership skills in virtual
teams?
The answers were varied, with managers noting that the
training available to them was helpful in improving their
leadership skills, but emphasizing the lack of guidance
dedicated to managing virtual teams. Managers who
received advanced training confirmed that they were
able to apply the acquired skills to improve
communication and interaction within virtual teams. In
contrast, some noted that the training was too general
and did not specifically address the challenges of virtual
teams, making it difficult to actually apply the
knowledge gained. One manager confirmed that
ongoing training was more helpful in developing their
capabilities, while another manager considered that the
absence of practical follow-up after the training reduced
their effectiveness.
Question 2: How does past experience affect your
ability to lead virtual teams?
Managers noted that past experience plays a big role in
The American Journal of Social Science and Education Innovations
98
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
fostering trust and the ability to effectively manage
virtual teams. Managers with long experience
managing traditional teams found the transition to
virtual work challenging, but were able to adapt quickly
given their previously acquired skills in motivation and
mentoring. On the other hand, other managers
stressed that virtual work requires additional skills,
such as the ability to use technology effectively and
develop strategies to overcome technical obstacles,
which made some traditional experiences insufficient
on their own.
Question 3: What are the main challenges you face
when leading virtual teams?
The most prominent challenges mentioned by
managers were related to effective communication
between team members, as they consider that the
absence of personal interaction reduces the
opportunity to build strong relationships between
members. One manager noted that dealing with
differences in the level of technical expertise between
team members was a major challenge, as he had to
provide ongoing support to those who lacked the
necessary skills. Others also pointed to the difficulty of
motivating members when dealing with screens, as it
becomes difficult to measure the level of motivation
and interest in individuals.
Question 4: How do you evaluate the performance of
virtual team members?
Managers stated that they rely on various performance
indicators to evaluate team members, such as the
extent to which deadlines are met and the quality of
tasks completed. One manager explained that they
also use regular one-on-one sessions to provide
feedback and make sure members understand the
team's goals. Another manager stated that he relies on
co-worker ratings as a way to measure members'
performance more comprehensively. All stressed that
evaluating performance in a virtual environment
requires greater flexibility and more continuous
interaction to compensate for the absence of direct
monitoring.
Question 5: What strategies do you use to improve
the effectiveness of virtual teams?
Managers explained that strategies include promoting
continuous communication between team members
using different means of communication such as group
chat and video meetings. Some managers are keen to
organize virtual team-building sessions, such as
interactive workshops or online social activities, to
strengthen links between members. One manager
stated that he is working to set aside time to discuss
the challenges members face individually, which helps
reduce stress, increase comfort, and integrate into the
virtual work environment.
2.
Teachers
Question 1: How do you assess the impact of the
training on improving your virtual learning capacity?
Teachers explained that the training was useful in
improving their technical and cognitive abilities, but
considered that it was not fully sufficient to meet the
requirements of virtual education. Some teachers
confirmed that the training was focused on theoretical
aspects without providing sufficient practical guidance.
Others have also expressed the need for ongoing
trainings to keep pace with changes in VETs and acquire
pedagogical best practices.
Question 2: How does your teaching experience affect
your ability to teach in a virtual environment?
Teachers noted that their experience in traditional
teaching was of partial benefit in virtual work, as it
helped them understand students' needs and deal with
their differences. However, some pointed out that
virtual education requires additional skills, such as
controlling technology and managing virtual classrooms
effectively. Some teachers also stated that virtual work
requires an increase in effort to ensure that all students
are engaged and keep their attention.
Question 3: What are the main challenges you face in
virtual education?
The most prominent challenges faced by teachers
include the difficulty of interacting directly with
students, which leads to a decline in the level of
participation and dialogue. Some teachers also pointed
to infrastructure issues, such as slow internet
connectivity or a lack of equipment for some students.
Others stated that the absence of a traditional
interactive environment makes it difficult to assess
students' understanding of the material provided.
Question 4: How do you assess student performance in
a virtual learning environment?
Teachers explained that they use different assessment
tools, such as electronic quizzes, individual projects, and
evaluation of interactive activities that take place during
virtual classes. Some teachers noted that assessment
requires flexibility in dealing with technical differences
between students. They also rely on monitoring
students' commitment to attend and actively
participate in educational activities.
Question 5: What strategies do you use to enhance
student participation in virtual education?
Teachers use several strategies to enhance student
engagement, such as dividing students into small groups
for collaborative work in a virtual environment, and
using educational games to enhance interaction. One
The American Journal of Social Science and Education Innovations
99
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
teacher stated that he encourages students to give
presentations periodically, which increases the level of
participation and self-confidence. Teachers also
emphasized
the
importance
of
continuous
communication with students and parents to enhance
commitment and interaction.
3.
Usher:
Question 1: How does logistics affect your ability to
provide psychosocial
support in the virtual
environment?
Counselors explained that the lack of logistical
equipment affects their ability to provide the
necessary support to students, as poor internet access
causes sessions to be interrupted and reduces the
quality of communication. One counselor mentioned
that the lack of devices for some students makes it
difficult to reach them and provide assistance at the
required times, which hinders the achievement of
psychosocial support goals.
Question 2: What are the challenges you face when
providing psychological counseling virtually?
Counselors noted that the biggest challenges include
the inability to read div language and interact
directly with students, which affects the quality of the
sessions. They also mentioned that some students lack
private space that allows them to speak freely, making
it difficult to create a safe environment for
communication. These challenges hinder the ability to
fully and effectively provide support.
Question 3: How does previous experience in
traditional counseling affect your work in the virtual
environment?
Counselors reported that their previous experience in
traditional counseling has been helpful in building
strategies for dealing with students, but virtual work
requires greater adaptation to technical conditions.
Some counselors noted that using technology to
communicate with students was initially challenging,
but they were able to develop new skills over time,
which helped them overcome obstacles and
strengthen communication.
Question 4: What methods do you use to compensate
for the lack of direct communication with students in
virtual counseling?
Counselors explained that they rely on the use of
interactive tools such as instant messaging and phone
calls to make up for the lack of direct communication.
They also organize periodic sessions to enhance
confidence among students and encourage them to
express their feelings. One counselor noted that the
use of interactive virtual activities helped improve the
level of communication between him and the students.
Question 5: What actions would you suggest to
improve the quality of psychosocial counselling in the
virtual environment?
Counselors emphasized the importance of improving
the technical infrastructure to ensure the uninterrupted
continuation of the sessions. They also suggested
ongoing training for counselors on the use of
technological tools in counseling, and the development
of secure platforms to ensure student privacy. One
counselor recommended strengthening collaboration
between schools and parents to ensure a supportive
environment for students at home, contributing to the
effectiveness of virtual counseling.
Qualitative Analysis:
By analyzing interviews with managers, teachers, and
mentors, it is clear that there is agreement on the
importance of training and experience in improving the
quality of work in virtual teams. Managers see training
as enhancing their leadership abilities, but they face
challenges related to communication and motivation in
a virtual environment. On the other hand, teachers
suffer from lack of equipment and difficulty interacting
with students, which affects the quality of virtual
education. Counselors, in turn, face challenges related
to interpersonal communication and the provision of
psychological support, and suggest improving technical
infrastructure and ongoing training to enhance the
quality of counseling.
Recommendations
•
Training programs should be enhanced to
include advanced practical skills related to virtual team
leadership and operations management in the virtual
environment. This can include the development of
digital communication skills, the use of modern
technological tools, and strategic planning for virtual
teams.
•
Ongoing training opportunities should be
provided to virtual team leaders and members, with a
focus on periodic updates of training curricula and tools
to ensure that they keep abreast of technological and
pedagogical developments.
•
Schools should invest in improving the
technological infrastructure to ensure that all the
necessary tools and equipment are available to
effectively support the work of virtual teams.
•
Modern and comprehensive models for
evaluating the performance of trainers should be
developed and adopted, focusing on different aspects of
performance and including participant feedback and
evaluation of achieved goals.
•
Training programs that take into account
individual differences between participants, including
The American Journal of Social Science and Education Innovations
100
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
years of experience and skill level, should be designed
to ensure that the needs of all members are effectively
met.
•
Periodically assess the training needs of each
member of the virtual team to ensure that the training
is targeted to the current needs of the team.
•
Schools should promote awareness among
virtual team leaders and members of the importance
of ongoing training and skills development to ensure
effective performance and excellence in the virtual
work environment.
•
Ensure that training opportunities are equally
accessible to all, regardless of gender, to ensure that
the skills of all members are developed without
discrimination.
•
Additional training programs should be offered
to individuals to make the most of the New Horizon
system, with a focus on developing awareness of
training
needs
and
continuous
professional
development.
•
These recommendations aim to improve the
effectiveness of virtual teams in self-managed schools
in East Jerusalem, and to promote awareness of the
importance of continuous training among team
leaders and members, which contributes to achieving
the goals of schools efficiently
REFERENCES
Battah, Ahmed, and Al-Taani, Hassan (2016), 1st
Edition, Educational Administration: A Contemporary
Vision, Dar Al-Fikr for Publishing and Distribution,
Amman, Jordan.
Al-Adwan, Diana, (2021). Educational Administration,
Zuhdi Publishing and Distribution House, Amman,
Jordan.
Taresh,
Mohammed
(2020),
Developmental
Educational Administration, Dar Al-Ula for Publishing
and Distribution, Dubai, United Arab Emirates.
Al-Ajmi,
Muhammad
(2019).
Self-Management
Encyclopedia of Success Skills Articles, Effective
Contribution to Building the Knowledge Society,
Website: Retrieved 3-8-2023
Gbon, Rami (2012). The impact of the application of
virtual training on the quality of training at the General
Personnel Bureau in the Gaza Strip, the Islamic
University, Master Thesis, Gaza.
Zakaria, Saif (2011). Employing electronic cooperation
and its technologies to build virtual work teams,
University of Mosul, Master Thesis, Iraq.
Henken, P. (2022). AQuick Introduction to virtual
Training. . Retrieved from.
Corp.kaltura.com/blog/virtual-training/.
Mysirlaki, S., & Paraskeva, F. (2021). Emotional
intelligence and transformational leadership in virtual
teams: Lessons from MMOGs. The Leadership &
Organiza-tion Development Journal, 41(4), 551-566.
Daher, W. (2021). Inquiry and uncertainly of Thinking
Education with Technology, Journal of Educational
Thought, 54(3), 277-294.
Gaudecker,H, M; von, Holler, R; Janys, L; Siflinger, B;
Zimpemann, C. (2020). Labour supply in the early stages
of the COVID-19 Pandemic: Empirical evidence on
hours, home office, and expectations. Iza Discusion
Papers (13158).
Hoch, E., & Kozlowski, W. (2014). Leading virtual teams:
hierachical leadership, structural supports, and shared
team leadership. Journal of Applied Psychology, 99(3),
390-403 Mehtab, K., Rehman, A., Ishfaq, S., & Jamil, R.
(2017).
Virtual
Leadership:
AReview
Paper.
Mediterranean Journal of Social Sciences, 8(1/4), 183-
193.
Shmidt, G. (2014). Vurtual Leadership: An Important
Leadership Context. Industial and Organization
Psychology, 7(2), 182-187.
Rousseau, V., Aubé, C. and Tremblay, S. (2013). Team
coaching and innovation in work teams: An examination
of the motivational and behavioral intervening
mechanisms, Leadership & Organization Development
Journal,
34,
(4),
344-364.
Avaiable
at:
https://doi.org/10.1108/LODJ-08-2011-0073
Rosen FD, Attree EA, Brooks BM, Parslow DM, Penn PR.
(2006). Training in virtual environments: transfer to real
world tasks and equivalence to real task training.
Ergonomics, 43, 494-511.
Kock, N. (2008b). E-Collaboration and e-commerce in
virtual worlds: The potential of second life and world of
warcraft. International Journal of e-Collaboration, 4(3),
1-13.
Gonzalez-Anta, B; Orengo, V; Zornoza, A; Penarroja, V;
Gamero, N. (2021). Sustainable Virtual Teams:
PromotingWell-Being through Affect Management
Training and Openness to Experience Configurations,
Sustaibility, 13 (3491), 1-22.
