134 examine team motivation. Fullan (2008, 2016) highlights the relevance of teams in terms such as collective, joint, or shared processes – for instance, in shared ownership, shared responsibility, and teacher agency. He states that shared processes have the advantage of remaining even if one or several persons leave the team or school. Concerning the collaborative spirit, if multiple persons share the intrinsic motivation to improve education together, the spirit is independent of one or two persons leaving. The third element points to the joint conversations of teachers and school principals about schoolwide improvements. Teachers who contribute to a collaborative spirit go beyond a focus on their own classroom and enter into conversations about how to organize schoolwide improvements. Our finding of such teachers’ behavior confirms the importance of what Hoyle (1975) and Windmuller (2012) called extended professionals, i.e., teachers who are involved in professional activities outside the classroom, and who collaboratively improve education, evaluate (their own) education, and ask for advice. We also found teachers who focus more on their own classroom. These are the restricted professionals identified by Hoyle (1975) and Windmuller (2012), i.e., teachers who act autonomously and are especially concerned with the effectiveness of their own class, subject content, and didactics. This focus on professionals and how professionalism changes is also discussed in organizational literature, including many public and non-profit domains (e.g., Martin, 2021; Noordegraaf, 2020; Stone & Travis, 2011). The authors emphasize the strength of extended professionals as they argue that professionals can no longer isolate themselves but need to become connected with colleagues (Noordegraaf, 2007, 2011, 2015, 2020; Wu et al., 2017). This dissertation provides examples of how professionalism in public/ societal services, such as schools, changes. Teachers and school principals can become more connected by starting conversations on schoolwide improvements. We confirm the strength of more connectedness between colleagues. Teachers who were more connected also distributed leadership more in collaborative innovation. 6.2.4. Methodological considerations There are a number of methodological considerations of this dissertation that should be noted. 6.2.4.1. Limitations and strengths of a large evaluation study This dissertation uses data gathered in a research project that was funded by the Netherlands Initiative for Education Research (NRO). A precondition was to use existing Foundation leerKRACHT questionnaires. We used two of these in this dissertation. Although we optimized the validity and reliability of the two questionnaires, we were not able to study data on every relevant level, such as individual, team, and school. Identification numbers
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