92 Abstract While the effects of distributed leadership are widely studied, how to understand this practice in sociocultural contexts is relatively unknown. Mostly only one contextual level – such as the school level – is studied. We included individual, team, and school levels, and investigated differences in distributed leadership among 14 teacher teams (130– 168 teachers and their principals). These teams all work with a Dutch program aimed at collaborative innovation. Using a mixed-methods design, we found that distributed leadership is associated with teachers and school principals generating a collaborative spirit to improve education, and experiencing no threshold when it comes to asking advice, as well as with teachers who look beyond their classrooms.
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