Collaborative spirit: Understanding distributed leadership practices in and around teacher teams

Angela de Jong; Renske de Kleijn; Ditte Lockhorst; Jasperina Brouwer; Mirko Noordegraaf; Jan van Tartwijk

doi:10.1016/j.tate.2022.103977

Collaborative spirit: Understanding distributed leadership practices in and around teacher teams

Angela de Jong^*, Renske de Kleijn, Ditte Lockhorst, Jasperina Brouwer, Mirko Noordegraaf, Jan van Tartwijk

^*Corresponding author for this work

Master Degree Course Biomedical Sciences

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

While the effects of distributed leadership are widely studied, how to understand this practice in sociocultural contexts is relatively unknown. Mostly only one contextual level – such as the school level – is studied. We included individual, team, and school levels, and investigated differences in distributed leadership among 14 collaborative innovation-oriented teacher teams (130–168 teachers and their principals). Using a mixed-method design, we found that distributed leadership is associated with experiencing no threshold when it comes to asking advice, as well as with teachers looking beyond their classrooms. This occurs when teachers and school principals generate a ‘collaborative spirit’ to improve education.

Original language	English
Article number	103977
Journal	Teaching and Teaching Education
Volume	123
DOIs	https://doi.org/10.1016/j.tate.2022.103977
Publication status	Published - Mar 2023

Keywords

Collaborative innovation
Distributed leadership
Sociocultural contexts
Teacher teams

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title = "Collaborative spirit: Understanding distributed leadership practices in and around teacher teams",

abstract = "While the effects of distributed leadership are widely studied, how to understand this practice in sociocultural contexts is relatively unknown. Mostly only one contextual level – such as the school level – is studied. We included individual, team, and school levels, and investigated differences in distributed leadership among 14 collaborative innovation-oriented teacher teams (130–168 teachers and their principals). Using a mixed-method design, we found that distributed leadership is associated with experiencing no threshold when it comes to asking advice, as well as with teachers looking beyond their classrooms. This occurs when teachers and school principals generate a {\textquoteleft}collaborative spirit{\textquoteright} to improve education.",

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AU - van Tartwijk, Jan

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AB - While the effects of distributed leadership are widely studied, how to understand this practice in sociocultural contexts is relatively unknown. Mostly only one contextual level – such as the school level – is studied. We included individual, team, and school levels, and investigated differences in distributed leadership among 14 collaborative innovation-oriented teacher teams (130–168 teachers and their principals). Using a mixed-method design, we found that distributed leadership is associated with experiencing no threshold when it comes to asking advice, as well as with teachers looking beyond their classrooms. This occurs when teachers and school principals generate a ‘collaborative spirit’ to improve education.

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Collaborative spirit: Understanding distributed leadership practices in and around teacher teams

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Keywords

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