56 We did not find substantial differences within the implementation year in school principals’ enactment of leadership practices. The preliminary findings of the first cohort were thus confirmed in the second cohort of data. The results are therefore assembled in one results section. 3.4. Results 3.4.1. School principals’ leadership practices Based on the open and axial coding, we identified a repertoire of school principals’ leadership practices in collaborative innovation. Next to the bottom-up and top-down leadership practices that can be recognized directly, we identified nine other leadership practices. In Table 3.2, the 11 leadership practices are ordered from most to least often. Table 3.2 Coding Scheme and Resulting Leadership Practices Leadership practice codes Definition statements of SP referred to Indicators** for coding (and/or) Total score (out of 44 interviews) Quotes Bottom-up Providing professional space Consulting, involving teachers and/or working on/ verifying support for innovation 40/44 “I let teachers organize school meetings on topics they want” (SP4) Involvement Being interested and involved with teachers and/or the program Present during meetings, ask questions, provide help, show interest, invest time 34/44 “I ask how my colleagues are doing and listen to them” (SP6) Facilitation Facilitating teachers so they can work Time, money (material, experts, replacement) 31/44 “I ensure teachers can work without distractions (e.g., parents)” (SP16) Top-down Deciding and steering in school Decisions, mainly without involvement of others 23/44 “I picked the teachers who I wanted to become coach in the innovation” (SP17) Motivation Motivating teachers to work (on the innovation) Passionate for education, stimulating, enthusiastic, showing positivity 19/44 “I show my enthusiasm about the program to motivate them” (SP3)
RkJQdWJsaXNoZXIy MTk4NDMw