102 Table 5.2 Overview of How Sociocultural Context Characteristics on Individual, Team, and School Level were Measured Level Variables How we measured the variable Individual Gender, Teaching Experience, Gathered along with the social network questionnaire. Gender was indicated with: 1 = man, 2 = woman, 3 = other Perceived leader, All team members were asked: Who act(s) as (a) leaders in this teacher team? Personal contact All team members were asked: Out of your team members, with whom do you have personal conversations? Team Team size, Along with the social network questionnaire, the school principal was asked about team size Team gender composition, The percentage of women was calculated per team based on Gender Themes of advice Following on from the question about advice, an additional open question was posed to all team members: on what themes do you seek advice when approaching this specific team member? The respondents were able to provide multiple answers. School Educational sector, Schools were from primary, secondary, and vocational education School culture: Working on lesson practices-scale, One scale on working on lesson practices, designed by the management of the program. We conducted a confirmatory factor analysis and analyzed scale reliability based on the data of the larger research project and discovered good internal consistency (α = .73, 7 items, see Appendix 2.2 of Chapter 2). Reasons to implement the program, Three sources of data: Interviews with school principals, a questionnaire for external advisors, cognitive student results. School principals were asked: What is the reason that your school started to implement the program? Interviews were audiotaped, transcripts were made, and member checks were conducted (see De Jong et al., 2020). In the Analysis section, we present how the other two data sources were used complementary. School principals’ leadership Leadership patterns of school principals in the context of collaborative innovation, identified in an earlier study (De Jong et al., 2020): Team player, Key player, Facilitator. We triangulated these patterns by including teachers’ perspectives on their school principal’s leadership with a scale called School principals’ leadership from the horizontal and vertical working relations questionnaire (α = .92; see appendix 5.2 for the confirmatory results and items).
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