Understanding distributed leadership practices in and around teacher teams 5 101 density and reciprocity and low on indegree centrality were interpreted as teams with a higher degree of distributed leadership. Teacher teams that scored relatively low on density and reciprocity and high on indegree centrality were interpreted as teams with a lower degree of distributed leadership. See Appendix 5.4 for the specific scores on these social network measures and the relative order of teams. The relative order of teacher teams on distributed leadership practices is used for the current study, see Table 5.4 in the results for the order. 5.3.4.2. Sociocultural context characteristics: Individual, team, and school level To answer our research question, we included sociocultural characteristics on individual, team, and school level that seem relevant for distributed leadership practices, based on previous literature as presented in the theoretical framework. In Table 5.2 we present the included variables per level and how we measured them. We examined the individual level mostly with respect to background characteristics. In the analysis section, we present how open answers of Themes of advice and Reasons to implement the program were coded and analyzed in the first analysis step. The school variable School principals’ leadership requires a bit more explanation than will fit in the table. The three leadership patterns, namely, mean the following. First, the Team player leadership pattern included school principals who enacted leadership practices intended to promote innovation becoming a joint process of teachers and school principals. Second, the Key player leadership pattern included school principals who enacted leadership practices to direct the innovation process, but also stated that it was a collaborative process. Third, the Facilitator leadership pattern included school principals who enacted leadership practices such as ‘controlling from a distance’, and left the collaborative innovation to the teachers.
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