Understanding distributed leadership practices in and around teacher teams 5 95 2019), team (e.g., Mehra et al., 2006), school level (e.g., Liu, 2021; Liu et al., 2018), or national contexts (e.g., Liu, 2020). Below, we summarize the literature on individual (e.g., teacher), team, and school sociocultural characteristics linked with distributed leadership practices. 5.2.3.1. Individual context level linked to distributed leadership practices Only a few studies have focused on the link between characteristics of individuals, mostly background characteristics, and distributed leadership practices in schools. Liu et al. (2018) indicated that teachers’ gender is a predictor of distributed leadership practices. They found that female teachers perceived more distributed leadership practices within a team. Additionally, homophily – which means that people approach others whom they perceive to be like themselves – seems to be important in asking advice (Coburn et al., 2012; McPherson et al., 2001). In line with the definition of leaders, someone who is asked for advice can exert influence, and thus is a leader (Daniëls et al., 2019; Yukl, 2002). Previous studies indicate that teachers will ask others when they perceive that these others have relevant expertise (Liu, 2021; Spillane, 2006; Tam, 2019). Liou and Daly (2014) studied distributed leadership practices in the context of data-driven instructional improvement. They also found that more experienced teachers are more often asked for advice. A last characteristic is friendship (Brouwer et al., 2020). Various studies indicate the positive influence of friendship on asking someone for advice, which can result in the assignation of a leadership role to the other person (Brouwer et al., 2018; Nebus, 2006), as friends are very accessible and there is a high probability of response from them (Nebus, 2006). 5.2.3.2. Team context level linked to distributed leadership practices Team characteristics rarely seem to be included within studies on distributed leadership practices. Karriker et al. (2017) and Mehra et al. (2006) studied team size and team gender composition, but they did not find a link with the degree of distributed leadership. However, both studies call for a further exploration of the possible link. Pitts and Spillane (2005, 2009) studied the link between themes of interaction and distributed leadership practices, and they found that teachers approached several others for subject knowledge, planning, teaching strategies, and assessment (Pitts & Spillane, 2009; Spillane, 2005). However, these authors did not study how themes of interaction positively or negatively link to the degree of distributed leadership.
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