<p>The present study examines the task profiles of school-based language education coordinators (<i>N</i> = 727) in North Rhine-Westphalia, Germany. It focuses on their specific responsibilities, objective working conditions, and subjective perceptions. Based on the concept of distributed leadership, the study explores how coordinators shape their roles in school practice and which factors influence their actions. Coordinators most frequently report performing conceptual and communicative tasks, such as contributing to school-wide language education plans and participating in regional exchange formats, while activities related to implementation, evaluation, and peer collaboration occur far less often. A&#xa0;latent class analysis identified four distinct groups of coordinators that differ in the scope and focus of their task performance: “Broadly Active”, “Focused Active”, “Moderately Broad Active”, and “Minimally Active”. A&#xa0;subsequent multinomial regression analysis shows that objective working conditions, such as allocated working hours and higher-paid functional position, are significantly associated with membership in the more active group. Longer professional experience relates to a&#xa0;lower likelihood of belonging to the minimally active group. Subjective working conditions, including close cooperation with school leadership and a&#xa0;greater need for task-related information, also influence activity levels. Overall, coordinators’ engagement appears shaped not only by individual factors but also by institutional frameworks. The allocation of working hours, integration into school leadership structures, strong cooperation, and sufficient temporal and structural resources are key conditions for enabling coordinators to realize their potential in school development. This study offers practical guidance for the targeted design and sustainable integration of intermediate leadership functions within system-oriented school improvement processes.</p>