Introduction 19 1 Figure 1.2 Representation of Coaching from the Program to a School 1.5. Relevance The aim of this dissertation is to better understand how collaborative innovation is led by school principals and teachers in order to further stimulate collaborative innovation in schools. This dissertation aims to contribute to scholarly literature by providing more insights into specific leadership practices of school principals in collaborative innovation. It also seeks to provide more insights into how distributed leadership can be described and measured in collaborative innovation. Furthermore, it aims to contribute insights into how leadership practices in collaborative innovation are embedded in sociocultural contexts. These insights will help us to understand better the roles and specific leadership practices of teachers and school principals in leading collaborative innovation in schools. Moreover, it will further refine our scientific understanding of collaborative innovation. We will combine insights that often remain disconnected, such as organizational, cultural, and educational factors, using a mixed-methods design and multiple levels of analysis (individuals, teams, schools) to develop an overarching perspective on leading collaborative innovation. The urgency of these insights is confirmed by several scholars, specifically on school principals’ leadership (e.g., Leithwood et al., 2020), distributed leadership (Daniëls et al., 2019; Liu & Werblow, 2019; Tian et al., 2016), and leading collaborative innovation (e.g., Torfing, 2019). More practically, we intend to provide insights that help schools to lead and further stimulate collaborative innovation in schools. Insights into specific leadership practices
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