When seekers reap rewards and providers pay a price: The role of relationships and discussion in improving practice in a community of learning

Sinnema, Claire; Liou, Yi-Hwa; Daly, Alan J.; Cann, Rachel; Rodway, Joelle

doi:10.1016/j.tate.2021.103474

Cited by 12 publications

(16 citation statements)

References 72 publications

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“…Therefore, a common approach within social network studies is to use a bounded-saturated approach (or full network census) where all members of an identified group are included ( Lin, 1999 ; Scott, 2000 ; Hanneman and Riddle, 2005 ; Borgatti et al, 2018 ). This approach is a standard method in social network research in schools, for example, in studies of: advice seeking ( Sinnema et al, 2021 ), data use ( Farley-Ripple and Buttram, 2015 ), and curriculum implementation ( Hopkins et al, 2017 ). This strategy, coupled with high response rates, produces more valid information as it provides a more complete picture of the relations within the network ( Scott, 2000 ; Hanneman and Riddle, 2005 ).…”

Section: Methodsmentioning

confidence: 99%

“…Social capital is generally defined as the existing and potential resources embedded within networks of relationships individuals can access and mobilize for purposive actions ( Nahapiet and Ghoshal, 1998 ). The application of social network analysis in educational settings has shown that schools’ social networks can impact innovation ( Liou and Daly, 2018 ), the improvement of teaching practice ( Sinnema et al, 2021 ), curriculum and policy implementation ( Coburn and Russell, 2008 ; Hopkins et al, 2017 ), and student achievement ( Daly et al, 2014 ). Within the workplace, social capital is significantly associated with employee wellbeing ( Berraies et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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The Power of School Conditions: Individual, Relational, and Organizational Influences on Educator Wellbeing

et al. 2022

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Wellbeing in schools is often focused at the individual level, exploring students’ or teachers’ individual traits, habits, or actions that influence wellbeing. However, studies rarely take a whole-school approach that includes staff wellbeing, and frequently ignore relational and organizational level variables. We take a systems informed positive psychology approach and argue that it is essential to build greater understanding about organizational and relational influences on wellbeing in order for schools to support educator wellbeing. Our study evaluated the relative contributions of individual, relational, and organizational factors to educator wellbeing. Our measure of wellbeing focused on the life satisfaction and flourishing of 559 educators in 12 New Zealand schools. We used a social network analysis approach to capture educators’ relational ties, and demographic data and psychometric scales to capture individual and organizational level variables. Results of hierarchical blockwise regressions showed that individual, relational, and organizational factors were all significantly associated with educator wellbeing; however, it was educators’ perceptions of trusting and collaborative school conditions that were most strongly associated with their wellbeing. The number of relational ties educators had explained the least amount of variance in wellbeing. Educators were more likely to experience high levels of support when their close contacts also experienced high levels of support. However, for many educators, there was a negative association between their most frequent relational ties and their reported levels of support. Our results suggest that attending to the organizational factors that influence wellbeing, through creating trusting and collaborative school conditions, may be one of the most influential approaches to enhancing educator wellbeing. We call for whole-school approaches to wellbeing that not only consider how to support and enhance the wellbeing of school staff as well as students, but also view the conditions created within a school as a key driver of wellbeing within schools.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Power of School Conditions: Individual, Relational, and Organizational Influences on Educator Wellbeing

et al. 2022

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“…, 2014b, 2021). Additionally, teachers' outdegree—in terms of sharing new ideas with peers—is linked to greater impact on their instructional practice (Sinnema et al. , 2021) and perceived school climate toward innovation (Moolenaar et al.…”

Section: Frameworkmentioning

confidence: 99%

“…In the context of education, studies have identified several factors associated with work-related instrumental networks, with some focusing on advice-seeking relations. For instance, teachers' outdegree and indegree centrality as a result of knowledgesharing relationships are both positively associated with their students' learning outcomes (Daly et al, 2014b(Daly et al, , 2021. Additionally, teachers' outdegree-in terms of sharing new ideas with peers-is linked to greater impact on their instructional practice (Sinnema et al, 2021) and perceived school climate toward innovation (Moolenaar et al, 2014).…”

Section: Conditions For Advice Networkmentioning

confidence: 99%

“…For instance, teachers' outdegree and indegree centrality as a result of knowledgesharing relationships are both positively associated with their students' learning outcomes (Daly et al, 2014b(Daly et al, , 2021. Additionally, teachers' outdegree-in terms of sharing new ideas with peers-is linked to greater impact on their instructional practice (Sinnema et al, 2021) and perceived school climate toward innovation (Moolenaar et al, 2014). Studies also show that teachers' positions in advice-and information-seeking networks change as their beliefs about teaching practice shift (Hopkins et al, 2013), and that teachers with leadership roles tend to possess higher degree centralities in their schools' advice networks (Ortega et al, 2020;.…”

Section: Conditions For Advice Networkmentioning

confidence: 99%

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Leaders' advice networks over time: the role of beliefs and organizational learning during change implementation

Liou

Lee

Chiang-Lin

et al. 2022

JEA

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PurposeEducational reform is a complex undertaking and the interactions between leaders as they go about a change are consequential for realizing desired outcomes. Advice relationships are one such interaction and can play a key role in driving knowledge transfer and development and as such are an important social capital asset supporting organizational change. Building on the growing scholarship around a social network approach to understanding educational leadership and systems change, the study draws from network concepts to examine advice relationships within a district-wide leadership team as the leaders engages a reform initiative, and what accounts for the development of these important relational ties.Design/methodology/approachQuantitative data were collected through an annual survey at six points over six years from the leadership team in one public school district in the Western United States, including perceptions of organizational learning, beliefs about reform, and reform-related advice relationships.FindingsUsing multilevel mixed modeling, findings reveal downward trends in leaders' advice-seeking and -receiving ties over time and that seeking and receiving advice is positively related to organizational learning, beliefs about reform impact, or beliefs about their efficacy in implementing the reform. However, views about reform-related resources are negatively associated with seeking and receiving advice ties over time.Originality/valueThis study contributes to the literature on the social side of change specifically related to leadership, reform, organizational learning, and leader beliefs about reform implementation. Further, the work offers practical implications for potential social infrastructure design for joint work.

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The Loss of Teacher Appraisal in New Zealand: A Theory-of-action Perspective

Sinnema

2022

Teacher Evaluation Around the World

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When seekers reap rewards and providers pay a price: The role of relationships and discussion in improving practice in a community of learning

Cited by 12 publications

References 72 publications

The Power of School Conditions: Individual, Relational, and Organizational Influences on Educator Wellbeing

The Power of School Conditions: Individual, Relational, and Organizational Influences on Educator Wellbeing

Leaders' advice networks over time: the role of beliefs and organizational learning during change implementation

The Loss of Teacher Appraisal in New Zealand: A Theory-of-action Perspective

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