106 Table 5.3 QAP, Multiple Regression, per Teacher Team on Advice-Seeking Teacher team Personal contact β Perceived leader β Gendera β Teaching experience β Model fit R2 A 0.13 0.31 * 0.01 0.01 13 B 0.06 0.19 0.03 -0.22 2 C 0.28 * 0.16 -0.20 -0.05 18 D 0.40 * 0.31 * 0.11 0.06 40 E 0.07 0.25 * 0.06 -0.06 9 F -0.01 0.26 * 0.11 0.11 10 G 0.37 * 0.05 -0.13 0.43 * 29 H 0.62 * 0.08 -0.01 -0.04 40 I 0.27 -0.21 * 0.15 0.25 18 J 0.10 0.28 * 0.34 -0.07 24 K 0.10 -0.25 -0.07 -0.29 11 L -0.16 -0.08 0.04 0.18 6 M -0.01 0.89 * -0.18 0.28 68 N 0.39 * 0.51 * -0.23 0.13 43 Note. *p < .05 one-tailed. a Gender matrix via exact matches (same gender = 1). Other characteristics via differences. 5.4.2. Characteristics of teams and schools linked to distributed leadership practices 5.4.2.1. Characteristics of teams The significant individual characteristics Perceived leader and Personal contact were aggregated to team level to analyze the link between sociocultural characteristics and distributed leadership practices. Within Table 5.4, these characteristics are presented, next to the other team characteristics. In Table 5.4, teacher teams with higher distributed leadership practices are shown at the top, and those with lower distributed leadership practices are shown at the bottom. Teams with higher distributed leadership practices include teachers who have many relationships with their colleagues, and who seek advice from each other. They have an even distribution of advice. Teachers from teams with lower distributed leadership practices have fewer relationships with their colleagues and there are some teachers with a central role and thus an uneven distribution, who are more often asked for advice and thus perform a leadership role.
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