The Lead Igniter: A Longitudinal Examination of Influence and Energy Through Networks, Efficacy, and Climate

Abstract

Purpose: The social aspect of leadership is often overlooked in the educational reform. This study aims to address the dearth of work in the social space around leadership and examines two different types of relational ties between leaders that capture the affective and work-related aspects of interpersonal relationships. Research Method: This study takes place in one large urban school district serving a highly diverse student population and investigates a multiplex relation—energy and work-related influence—from a longitudinal dataset to better understand the complex nature of social ties. Descriptive statistics, multilevel social network modeling, and network sociograms are used to understand the characteristics of this over-time multiplex relationship among central office and site leaders. Findings: Drawing on social network theory, efficacy, and climate, findings suggest that gender, work level, experience, efficacy, and climate are associated with leaders engaging in this multiplex relationship over time. Conclusion and Implications: Investigating the intersection of both affective and instrumental relationships provides a nuanced and more reality-based picture about a complex set of leadership ties and perceptions as they go about improving educational systems.

Modeling of the Public Opinion Polarization Process with the Considerations of Individual Heterogeneity and Dynamic Conformity

“…However, according to the individual's own habits, alienation, and the influence of neighboring nodes, the opinions of conformity are different. Moreover, people tend to be more amenable to the opinions of individuals who are more authoritative than they are; that is idea of the opinion leader [34,35]. For example, the words of close friends are more persuasive than those of a stranger.…”

Climate Change in Common Core Policy Context: The Shifting Role of Attitudes and Beliefs

“…Personal beliefs drive human behaviors (Bandura, 1977; OECD, 2009; Spillane et al, 2018) and involve a series of ongoing social learning processes (Liou, & Daly, 2018; Bandura, 1977; Coburn et al, 2013). Human behaviors are learned through interactions through which we assess and modify our cognitive processes to adapt to the surrounding environment (Bandura, 1977, 2002).…”

“…For instance, Rigby’s (2016) work suggests that principal beliefs about leadership are embedded in and defined by the content of their collaboration with others; such relational ties may, in turn, facilitate, reinforce, or hinder how principals perceive and approach their leadership practice. Another study indicates that the development of leader beliefs is largely associated with the extent to which leaders work with one another in sharing leadership advice as well as the extent to which they are willing to take action to carry out reform efforts (Liou & Daly, 2018). As such, leader beliefs are consequential to the degree to which they engage in reform-related change efforts such as CCSS implementation.…”

“…Research and international reports suggest that educators are the “change agents” of educational reform (Spillane, Reiser, & Reimer, 2002), and that their beliefs must not be ignored, as these beliefs are significantly linked to classroom instructional and teaching practices (Haney, Lumpe, Czerniak, & Egan, 2002; Organisation for Economic Co-operation and Development [OECD], 2009; Spillane, Hopkins, & Sweet, 2018) and student learning outcomes (Polly et al, 2013). Beliefs influence educators’ attitudes, views, and values related to reform and most importantly how they act upon the change (Liou & Daly, 2018; Bandura, 1993; Spillane et al, 2018). People tend to take action according to their beliefs, which comprise their attitudes and actionable agendas (Pajares, 1992).…”

A capital idea: exploring the relationship between human and social capital and student achievement in schools

“…The significance of collaborative structures and social networks for successful school improvement and continuous teacher development is well recognized. Studies of educational reform and school change across the globe, such as Australia (Hollingsworth, 2004), The Netherlands (Moolenaar and Sleegers, 2010), Portugal (Lima, 2009), Uganda (Hite et al , 2006), the UK (Earl and Katz, 2007) and the USA (Daly, 2010, 2012; Daly and Finnigan, 2016; Liou and Daly, 2019a, 2020; Pil and Leana, 2009; Spillane et al , 2015), illustrate the importance of collaboration and the development of social capital among teachers. In further theorizing the importance of teachers' social relationships for student achievement, we draw on the concept of social capital.…”