14 2020). In sum, collaborative innovation is characterized by a multi-actor approach to innovation in which social resources are exchanged, resulting in mutual development (Owen et al., 2008; Torfing, 2019). 1.3.3. Leading (collaborative) innovation Collaborative innovation processes need to be supported, guided, and led (e.g., Bason, 2010). Most empirical studies in the organizational literature have found positive relationships between leadership and the performance of public organizations (e.g., Knies et al., 2016). Educational literature acknowledges the vital role of school principals in creating suitable conditions for innovation processes and in leading these processes (Bush & Glover, 2014; Fullan, 2007, 2016; Hallinger & Heck, 2010). School principals can build organizational climate and culture, trust, and collaboration (Daniëls et al., 2019). Leadership is commonly defined as individuals exerting influence over others to structure activities and relationships, knowledge, and skills (Daniëls et al., 2019; Yukl, 2002). It is argued, mostly theoretically, that leadership of collaborative innovation is essentially distributive, horizontal, and adaptive, and that leaders need to respect the self-regulating character of collaborative innovation processes. Thus, in relation to collaborative innovation, there are limits to the enactment of traditional leadership theories based on command and control (Angelle, 2010; Ospina, 2017). A growing body of literature acknowledges a crucial role of distributed leadership for successful innovations in schools (Brown et al., 2020; Daniëls et al., 2019; Fullan, 2016; Hulpia et al., 2009; Jambo & Hongde, 2020; Law et al., 2010; Meijer, 2014; Ricard et al., 2017; Sullivan et al., 2012; Tian et al., 2016; Tummers & Knies, 2013; Vogel & Masal, 2015). Distributed leadership theory postulates that multiple teammembers – thus both school principals and teachers – can be considered leaders. They can influence the motivation, knowledge, or practices of other team members (Daniëls et al., 2019; Harris & Spillane, 2008; Spillane, 2005). Leadership results from interactions between leaders and followers and the situation in which these interactions are embedded (Jackson & Temperley, 2007; Murphy, 2005; Spillane, 2005). In order to gain more specific insights into leadership in collaborative innovation in schools, we use the concept of leadership practices applied in the organizational (e.g., Raelin, 2016) and educational literature (Alqahtani et al., 2020; Noman et al., 2018). This refers to actions that shape leadership (Chreim, 2014). The focus on practices means that leadership revolves less around individuals, personal leadership behaviors, and styles such as transformational leadership (Crevani & Endrissat, 2016), and more around practices that are the outcome of relations and interactions (Gronn, 2002; Harris & DeFlaminis, 2016;
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