So far little are the studies that have focussed on exploring school principals' self-conception of their distributed leadership competencies in relation to their managerial and teaching experience. To do so, an exploratory research was carried out with a sample of 163 pre-service and in-service school principals studying a Master's programme in School Management, Innovation and Leadership at a Spanish University. Data were obtained by using an Ad hoc questionnaire of 7 units of competence and 5 proficiency levels for each unit, based on an existing rubric to analyse students' self-conception of their development of leadership competencies. The findings of this preliminary study show statistically significant differences in the self-perception in all dimensions associated to Managerial Experience (ME) and Teaching Experience (TE) in schools. Study participants with ME showed statistically higher levels than those who had non-ME in four of seven dimensions: lead the school organisation, address the needs of the students, manage the organisation of the school organisation, and manage administrative work. Similar results were obtained in relation to TE versus non-TE were statistically significant differences are found in six dimensions: manage pedagogical and didactic resources, attend to the needs of students, manage didactic strategies, manage the organisation of the school organisation, manage the link between the school organisation and the community, and lead the school organisation. This study shows the importance of teaching and professional experience to acquire leadership competencies in education, therefore the school principal should also be a teacher. This preliminary study provides insights into the relevance of providing pre-service or in-service school principals with training and professional development programmes on sustainability distributed leadership that enable them to genuinely engage the school community, develop innovative pedagogies and lead the process of change toward building more sustainable schools.

中文翻译：

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一项初步研究，比较职前和在职校长对与教学和管理经验相关的分布式领导能力的自我认知。

迄今为止，很少有研究关注校长对与其管理和教学经验相关的分布式领导能力的自我认知。为此，我们对 163 名在西班牙大学攻读学校管理、创新和领导力硕士学位的在职和在职学校校长进行了一项探索性研究。数据是通过使用包含 7 个能力单元和每个单元 5 个熟练程度的特别调查问卷获得的，基于现有的评估标准来分析学生对领导能力发展的自我认知。这项初步研究的结果表明，与学校管理经验（ME）和教学经验（TE）相关的所有维度的自我认知存在统计学上的显着差异。患有 ME 的研究参与者在七个维度中的四个方面表现出比非 ME 参与者更高的统计水平：领导学校组织、满足学生的需求、管理学校组织的组织和管理行政工作。TE 与非 TE 获得了类似的结果，在六个维度上发现了统计上的显着差异：管理教学和教学资源、关注学生的需求、管理教学策略、管理学校组织、管理链接学校组织和社区之间的联系，并领导学校组织。这项研究表明教学和专业经验对于获得教育领导能力的重要性，因此学校校长也应该是一名教师。这项初步研究深入探讨了为职前或在职学校校长提供有关可持续分布式领导力的培训和专业发展计划的相关性，使他们能够真正参与学校社区、开发创新教学法并引领变革过程，以实现可持续发展。更可持续的学校。