A Social Network Perspective on Teacher Collaboration in Schools: Theory, Methodology, and Applications

Abstract

An emerging trend in educational research is the use of social network theory and methodology to understand how teacher collaboration can support or constrain teaching, learning, and educational change. This article provides a critical synthesis of educational literature on school social networks among educators to advance our understanding of the embeddedness of teachers in the social context of schools. It focuses on how researchers currently use a social network perspective as a theoretical lens and methodology to frame studies on teacher collaboration in schools. Building on exemplary findings of recent studies, it shows that the pattern of social relationships among teachers may significantly enhance our understanding of the ways in which teacher collaboration takes place and contributes to student learning, teachers' instructional practice, and the implementation of reform. Finally, limitations and future directions in the conceptualization, measurement, and analysis of school social networks are indicated.

Toward Conceptual Clarity

“…Second, the dimension of educators' relationships and climate of the school also reflects the organization's capacity and is suggested to play an important role in PLCs (Finnigan & Daly, 2012;Moolenaar & Daly, 2012). Elements that are associated with this dimension are mutual trust, respect, and support among staff members, inclusive membership and openness, and partnerships (Atteberry & Bryk, 2011;Bryk & Schneider, 2002;Hipp, 2005;Hord, 1997Hord, , 2004Louis et al, 1996;McLaughlin & Talbert, 2001;Moolenaar, 2012;Stoll et al, 2006); (social) networks (Moolenaar & Daly, 2012;Penuel, Sun, Frank, & Galligher, 2012;Spillane & Kim, 2012); teacher socialization and organizational social conditions (Baker-Doyle, 2011;Leithwood & Louis, 1998;Marks & Louis, 1999); and quality of work life (Sackney et al, 2005). Third, most studies of PLCs acknowledge the importance of stimulating and participative leadership as a key dimension that is part of the organizational capacity that fosters PLCs.…”

The Effect of the Position of Educational Organizations within the Social Network on Their Collaboration Levels

“…In the studies, it is pointed out that collaboration between the employees within the school environment has both positive contributions to students' success and the creation of a positive learning environment and their school development process ( [9], [64], [75], [80]). Similarly, collaboration with other people, groups and organization within the school environment facilitates reaching educational objectives.…”

Conexiones de valor: una perspectiva del capital social sobre las redes sociales de profesores, el compromiso y la autoeficacia

“…Nossas descobertas indicam direções para instrumentos de política educacional orientados mais relacionadamente. eIssN: 1989 http://recyt.fecyt.es/index.php/PsRI/ [73] de quién comparte el conocimiento con quién y qué organizaciones colaboran juntas (v.gr., Díaz-Gibson, Civís-Zaragoza, y Guàrdia-Olmos, 2014;Moolenaar, 2012). Estas preguntas pueden revelar las estructuras sociales subyacentes, vitales a la hora de comprender el intercambio de recursos en las comunidades y de explicar una variedad de fenómenos sociales (Berkowitz, 1982;Burt, 1982).…”