60 Table 3.4 Description of Main Patterns and Sub-patterns of Leadership Practices Leadership practices ‘Our’ (n = 13) ‘Their’ (n = 9) Team player (n = 11) It is our innovation (6 primary, 3 secondary, 2 vocational education) Key player (n = 2) I am leading our innovation (primary education) Facilitator (n = 9) It is their innovation (2 primary, 3 secondary, 4 vocational education) Whether school principals attend meetings or not School principals are often till always present at meetings to show involvement. When they are not present, they often consciously choose for teacher professional space (Involvement) School principals are always present at meetings and take all responsibility. Prepare and lead all these meetings (Involvement, Top-down) School principals are mainly not present at meetings or state to be present to control and steer the process (Involvement, Top-down) Whether school principals know about progress or not School principals ask questions about the innovations’ progress and share their insights (Involvement, Progress, Transparency) School principals know (almost) everything and first-hand (Involvement, Progress) School principals are quite unknown to the innovations’ progress (Progress). They mainly hear about it via school coaches (Bottom-up, Topdown) Whether school principals share responsibility or not School principals state to be as much responsible as the teachers for the program’s success. They provide teachers with ideas and want development to be independent of the school principal (Bottomup, Connect, Progress) School principals mention the program is from all of them but also acknowledge they are too involved. The development is dependent on the school principal (Bottom-up, Top-down, Connect) School principals state that coaches and teachers are mainly responsible for the program’s success. School principals steer in direction and decide who joins the program (Bottom-up, Top-down, Connect, Progress). Whether school principals invest time in the program or not School principals are involved and invest some of their time (e.g., by being a coach (Involvement, Facilitation) School principals invest too much time, according to themselves, in organizing and facilitating (Involvement, Facilitation) School principals do not invest their time, keep more distance, mainly facilitate the processes (Involvement, Facilitation) Whether school principals motivate teachers for the program or not School principals stimulate teachers to try and experiment and keep positive about the innovation (Motivation) School principals want teachers to try but do not believe, yet, that teachers will work on the innovation themselves (Motivation) School principals try to be a role model by showing up at innovation meetings now and then (Motivation, Role model) Whether school principals steer on the school’s vision or not School principals keep track of the vision and try to collaboratively develop vision plans (Vision focus) School principals steer on the vision. There are small opportunities for teachers to think along (Vision focus) School principals keep track of the vision without the influence of teachers (Vision focus)
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