Table 2 Factors extracted by factor analysis by promax rotation and factor loadings of items of each factor in shared governance instrument
Cumulative variance percentage | Item no. | Item | First factor | Second Factor |
|---|---|---|---|---|
First factor: Shared governance atmosphere and culture Variance percentage = 44.618 | 1 | How much reciprocal confidence exists between school “dean and deputies” and faculty members? | 0.9 | |
2 | How much is the behavior of school dean and deputies associated with affability and conciliation at the time of trouble for educational ward managers? | 0.875 | ||
3 | How much formal and organised communication is there between faculty members and school dean and deputies? | 0.856 | ||
4 | How much effort is made by school dean and deputies to empower the staff? | 0.825 | ||
5 | How much effort is made by school dean and deputies to empower the faculty members? | 0.800 | ||
6 | How much importance is attached to criticisms and recommendations received from criticisms box by the school dean and deputies? | 0.779 | ||
7 | How much is the performance of school dean and deputies in line with school goals? | 0.776 | ||
8 | How much are school dean and deputies competent in managing conflict/approaching opposite opinions? | 0.773 | ||
9 | How much reciprocal respect is there between and among the beneficiary groups in the school? | 0.773 | ||
10 | How much collaboration and coordination is there between all beneficiaries, especially between faculty members and school dean and deputies? | 0.756 | ||
11 | How much feeling of equality is there between school staff and managers? | 0.745 | ||
12 | How much effort is made by school dean and deputies to empower students? | 0.726 | ||
13 | What is the rate of application of informal and friendly rapport that supports sharing by school dean and deputies? | 0.724 | ||
14 | How much effort is made by school dean, deputies, and faculty members to clarify the reasons of their decisions about others? | 0.714 | ||
15 | How much distribution of power exists in the school? | 0.713 | ||
16 | How far are school dean and deputies responsible for shared decision-makings? | 0.710 | ||
17 | How humanly are the relations among beneficiaries? | 0.637 | ||
18 | How far have school dean and deputies been able to align individual goals of beneficiaries with organisational goals? | 0.630 | ||
19 | How far are programs by faculty members for managing school affairs celebrated and supported by school dean and deputies? | 0.630 | ||
20 | How far is contribution of school dean and deputies based on staff capabilities? | 0.618 | ||
21 | How much do school dean and deputies verbally and practically propagate the contributory culture in the school? | 0.617 | ||
22 | How much is the behavior of educational ward managers associated with affability, conciliation, and reciprocal understanding at the times of trouble? | 0.581 | ||
23 | How far do school dean and deputies cooperate with affiliated hospitals and healthcare centers to investigate educational, research, and managerial problems of clinical setting? | 0.527 | ||
24 | How much free space is there for faculty members to pose and discuss their scientific questions? | 0.510 | ||
25 | How much importance is attached to compatibility of affairs with environmental changes (social, technological, economical, and political) by higher order and intermediary managers for shared management of school affairs? | 0.510 | ||
26 | How much transfer of power and delegation is there for implementing shared programs in school? | 0.483 | ||
27 | How much importance is attached equally to agreeable and disagreeable opinions on a specific issue in decision-making sessions? | 0.475 | ||
28 | How much ability do school dean and deputies have to adjust centralized rules to ease faculty members’ contribution? | 0.470 | ||
29 | How much spiritual award is devoted to shared activities of faculty members at school? | 0.439 | ||
30 | How regularly do intragroup committees meet on the basis of discipline and protocols? | 0.439 | ||
31 | How far do faculty members play a role in assessment of dean and deputies’ performance? | 0.429 | ||
Second factor: Infrastructural prerequisites Variance percentage = 3.950 | 32 | How far do instructors and students set goals at work collaboratively? | 0.755 | |
33 | How much time do mangers/educational departments agents spend on consultation with faculty members, before their vote on issues in councils and meetings? | 0.751 | ||
34 | How far do faculty members have access to the information for shared decision-makings? | 0.737 | ||
35 | How much do “mean work hours/due credit hours per month of faculty members” pave the way for shared management of affairs? | 0.707 | ||
36 | How much importance do outsider assessors attach to implementing shared governance in periodical assessments of the school? | 0.700 | ||
37 | How much material award is devoted to faculty members’ shared activities in school? | 0.649 | ||
38 | How far do rules and regulations (educational, cultural, research, and administrative) facilitate performance of faculty members’ duties? | 0.608 | ||
39 | How far do expectations of educational wards managers from school faculty members guide them toward sharing? | 0.579 | ||
40 | How far do the physical shape and building of school (decoration of classroom seats and desks, meeting rooms, professors’ rooms, managers’ rooms, etc.) facilitate sharing? | 0.568 | ||
41 | How quickly do faculty members inform educational wards mangers about their decisions? | 0.566 | ||
42 | How much are students allowed to contribute to ward/department decision-makings? | 0.544 | ||
43 | How far do faculty members play a role in selecting their representatives in managerial committees, management board, or extra organisational sessions? | 0.542 | ||
44 | How far are protocols and guidelines provided by the university based on contribution of faculty members to managing school affairs? | 0.539 | ||
45 | How far have educational wards managers been able to align faculty members’ individual goals with organisational goals? | 0.516 | ||
46 | How much do faculty members or their representatives contribute to managerial decision-makings like setting goals, strategic planning, budgeting, etc.? | 0.441 | ||
47 | What degree of sharing or contributory spirit exists in faculty members? | 0.424 | ||
48 | How far are faculty members responsible in shared decision-makings? | 0.423 | ||
49 | How much welfare facilities (nursery, transportation, self-service, publication office, etc.) are available to faculty members at school? | 0.419 | ||
50 | How far are educational wards managers responsible for shared decision-makings of ward/department members? | 0.410 | ||
51 | How much feeling of belonging and dependence do faculty members have toward school? | 0.400 | ||
52 | How much independence do faculty members enjoy in planning and revising of educational syllabus/curriculum? | 0.400 |