Understanding distributed leadership practices in and around teacher teams 5 93 5.1. Introduction International research indicates that teachers increasingly have roles in educational innovation and leadership (Brown et al., 2020; Daniëls et al., 2019; Fullan, 2016; Tian et al., 2016). Various leadership models include teachers and their expertise, such as distributed, shared, team, and teacher leadership (Daniëls et al., 2019; Liu, 2020; Schott et al., 2020; Tian et al., 2016). Within schools, in particular interest in distributed leadership has grown significantly over the last decade, because it can be regarded as a model for collaboration and shared responsibility with an active role of teachers (Daniëls et al., 2019; García Torres, 2019; Harris & DeFlaminis, 2016). The effects of distributed leadership are oriented towards organizational commitment (e.g., Hulpia et al., 2009; Hulsbos et al., 2016; Snoek et al., 2019) and the job satisfaction of teachers (e.g., García Torres, 2019). In addition, research indicates that schools benefit from the capacities of multiple members when leadership is distributed (e.g., Azorín et al., 2020). Because distributing leadership practices means that responsibilities are shared and experiences used, which can lead to more innovative solutions to school challenges (e.g., Snoek et al., 2019). While effects of distributed leadership are widely studied, several researchers suggest that further knowledge is needed on how distributed leadership practices are embedded within wider organizational, social, and cultural contexts; in short, within wider sociocultural contexts (Liu, 2020; Liu et al., 2018; Or & Berkovich, 2021). This study aims to identify those aspects of the sociocultural context on individual, team, and school level that are critical in constituting distributed leadership practices in teacher teams. 5.2. Theoretical framework 5.2.1. Distributed leadership practices Distributed leadership theory interprets leadership as a fluid ‘co-performance process’ (Bennett et al., 2003; Gronn, 2002; Leithwood & Mascall, 2008; Spillane, 2005a). Distributed leadership practices result from interactions between leaders and followers, and the situation in which these interactions are embedded (Jackson & Temperley, 2007; Murphy, 2005; Spillane, 2005). A situation includes material artefacts, tools, and organizational structures and cultures at a specific moment (Spillane & Sherer, 2004). Leaders are defined as persons exerting influence over others, to structure motivation, knowledge, or practices of others (Daniëls et al., 2019; Yukl, 2002). When persons have the required expertise that is necessary within a specific situation, they can lead others,
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