108 Table 5.4 Distributed Leadership Practices of Teacher Teams and Team and School Characteristics Team School Distributed leadership: Teams ranging from high to lowa Most mentioned theme asked for advice (% of mentions compared to total) Personal contact sig. β Perceived leader sig. β Team size Team gender composition (% women) School principals’ leadershipb Culture: Working on lesson practices Reason to implement program: Low educational quality Educational sectorc L Organizing improvement (26%) 8 86 F 2.77 Voc. H Organizing improvement (44%) 0.62 10 90 T 3.76 Prim. N Organizing improvement (46%) 0.39 0.51 6 83 T 2.66 Prim. I Lessons (30%) -0.21 9 78 T 2.70 Prim. K Organizing improvement (34%) 8 86 F 2.77 Voc. G Organizing improvement (29%) 0.37 11 89 T 2.98 Prim. B Organizing improvement (57%) 14 50 F 2.67 x Voc. F Stand-up meetings (19%) 0.26 12 72 K 2.58 Prim. D Lessons (39%) 0.40 0.31 12 27 F 2.67 x Voc. M Lessons (42%) 0.89 8 80 F 3.04 x Prim. J Lessons (54%) 0.28 8 86 F 2.77 Voc. E Students, Classes (33%) 0.25 12 55 F 2.89 Sec. C Organizing improvement (33%) 0.28 12 10 F 2.84 x Voc. A Lessons (30%) 0.31 16 92 K 3.08 x Voc. Note. The highest one-third scores are indicated in bold; the middle one-third scores are italicised. a Based on De Jong et al. (2022). b T = Team player, K = Key player, F = Facilitator, based on De Jong et al. (2020). c Prim. = primary education, Sec. = secondary education, Voc. = vocational education.
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