TY - JOUR
T1 - Collaborative spirit
T2 - Understanding distributed leadership practices in and around teacher teams
AU - de Jong, W. A.
AU - de Kleijn, R. A.M.
AU - Lockhorst, D.
AU - Brouwer, J.
AU - Noordegraaf, M.
AU - van Tartwijk, J. W.F.
N1 - Funding Information:
This research is part of a larger research project, supported by The Netherlands Initiative for Education Research (Dutch acronym: NRO ). The project is named: ‘The power of LeerKRACHT! A search for effects’, project number: 405.17812. The research project aims to identify the effects of the programme and understand the underlying mechanisms in a study from 2017 to 2021. Research time of Dr. J. Brouwer is funded by Dutch Research Council VI.Veni.191 S.010 since 01.01.2020.
Funding Information:
This research is part of a larger research project, supported by The Netherlands Initiative for Education Research (Dutch acronym: NRO). The project is named: ‘The power of LeerKRACHT! A search for effects’, project number: 405.17812. The research project aims to identify the effects of the programme and understand the underlying mechanisms in a study from 2017 to 2021. Research time of Dr. J. Brouwer is funded by Dutch Research Council VI.Veni.191 S.010 since 01.01.2020.
Publisher Copyright:
© 2022
PY - 2023/3
Y1 - 2023/3
N2 - While the effects of distributed leadership are widely studied, how to understand this practice in sociocultural contexts is relatively unknown. Mostly only one contextual level – such as the school level – is studied. We included individual, team, and school levels, and investigated differences in distributed leadership among 14 collaborative innovation-oriented teacher teams (130–168 teachers and their principals). Using a mixed-method design, we found that distributed leadership is associated with experiencing no threshold when it comes to asking advice, as well as with teachers looking beyond their classrooms. This occurs when teachers and school principals generate a ‘collaborative spirit’ to improve education.
AB - While the effects of distributed leadership are widely studied, how to understand this practice in sociocultural contexts is relatively unknown. Mostly only one contextual level – such as the school level – is studied. We included individual, team, and school levels, and investigated differences in distributed leadership among 14 collaborative innovation-oriented teacher teams (130–168 teachers and their principals). Using a mixed-method design, we found that distributed leadership is associated with experiencing no threshold when it comes to asking advice, as well as with teachers looking beyond their classrooms. This occurs when teachers and school principals generate a ‘collaborative spirit’ to improve education.
KW - Collaborative innovation
KW - Distributed leadership
KW - Sociocultural contexts
KW - Teacher teams
UR - http://www.scopus.com/inward/record.url?scp=85144879847&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2022.103977
DO - 10.1016/j.tate.2022.103977
M3 - Article
AN - SCOPUS:85144879847
SN - 0742-051X
VL - 123
SP - 1
EP - 14
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
M1 - 103977
ER -