98 analyses, we, firstly, used quadratic assignment procedures (QAP) to analyze our questionnaire data and we performed qualitative analyses on interview data. Secondly, we merged the results of the QAP’s and the interviews to study links between sociocultural context and degree of distributed leadership. Because of this, the design of our study is a convergent parallel design, which enhances the validity and reliability of our study (Burke Johnson & Onwuegbuzie, 2004). We randomly selected 12 schools from the larger research project database based on school identification numbers. In the Netherlands, schools from primary (students aged 4 to 12), secondary (students aged 12 to 18), and vocational education (students aged 16 and older) work with the program. Therefore, a selection criterion was including primary, secondary, and vocational schools. Previous studies on distributed leadership practices were mostly conducted within primary or secondary education (Bryk & Schneider, 2002; Daly, 2012; Jambo & Hongde, 2020; Liou & Daly, 2014; McLaughlin & Talbert, 2001). We invited the schools to randomly select one of their teacher teams to complete a social network questionnaire, which formed the starting point of our study. A response rate of 88% was reached which Borgatti et al. (2006) refer to as ‘excellent’. Next, we included the data of sociocultural characteristics on three levels; see Figure 5.1. The data for the individual and team level were collected via the social network questionnaire, in Spring 2019, by 130 teachers and 12 school principals. For the school level various data gathering instruments were used, namely, the school website for tracing the educational sector, a questionnaire on aspects of school culture (called the horizontal and vertical working relations questionnaire), a questionnaire on reasons to implement the program, cognitive student results, and interviews with school principals about their leadership. For the questionnaire on school culture specifically, no teacher identification number was included in the dataset of the program. While this is no problem for the school level analyses since culture is a school context level variable, we cannot present an exact number of teachers who completed both the social network questionnaire and the horizontal and vertical relations questionnaire that measured aspects of school culture.14 14 This questionnaire was completed by 168 teachers in total.
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