104 For Themes of advice, two authors categorized half the dataset of teachers’ answers. After achieving sufficient agreement, the first author continued categorizing, and had several peer debriefings. This resulted in the following themes of advice: Collaboration, designing lessons, lessons, organizing improvement of education, policy and vision, role as coachteacher, stand-up meetings, students and classes, and visiting lessons. SeeAppendix 5.1 for descriptions and number of mentions of the themes that were used for categorization. The most mentioned theme of each teacher team was included in the analysis. Regarding Reasons to implement the program, the first and third author had multiple peer debriefing sessions, and after achieving a sufficient agreement of 83%, the first author continued to categorize all data. See Appendix 5.3 for indicators that helped with the categorizing and number of mentions. This resulted in the following reasons: Improving learning culture, improving the quality of education, improving data-informed ways of working, a new school start, working more efficiently, and low educational quality. We triangulated these reasons with external advisors’ given reason for each specific school, see Appendix 5.3. More specifically, for the reason low educational quality, we added cognitive student results.16 Both the external advisor and the students’ results confirmed the reason mentioned by school principals. The qualitative analysis on team and school level. We ordered the teacher teams as cases from higher to lower distributed leadership practices in a meta-matrix in Excel. The team and school sociocultural characteristics were included in the columns (Miles & Huberman, 2014). We investigated whether there was a link between the range of distributed leadership practices and each sociocultural characteristic. To do so, we compared teacher teams with lower distributed leadership practices to teacher teams with higher distributed leadership practices with regard to the sociocultural characteristics. If the teams with higher distributed leadership practices indicated a reverse link with a specific sociocultural characteristic than the teams with lower distributed leadership practices, we interpreted this as a link. All authors discussed the found links and the variables that we did not find a link for, to reach consensus on the findings. This study was approved by the Ethical ReviewCommittee for social and behavioral sciences of our university (number 20-056). 16 We chose data from the school year 2016–2017, the year before the schools implemented the program. For the primary schools this meant including the mean of the final exam that primary school students make in the Netherlands, for the vocational schools this meant percentage of passed students. Both are relative to the national norms, which are provided by the Dutch National Inspectorate of Education.
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