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

Nienke M. Moolenaar, Kees J. De Jong, Eghe Osagie, Chris Phielix

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

In research on educational reform implementation, scholars have highlighted the importance of teacher collaboration in support of increased student achievement. In this study, we examine whether teachers’ knowledge exchange in social networks is related to key elements that have been associated with increased student achievement, namely teacher self-efficacy and commitment. Drawing on social capital theory, we study teachers’ social networks to assess whether greater access to resources, as captured by a more central network position, is related to a greater sense of teacher efficacy and commitment. We collected survey and social network data from eight elementary schools in the Netherlands (N=114), which were then analyzed using social network analysis and correlational analysis. Results suggest positive relationships between teachers’ social network indicators, teacher self-efficacy, and commitment to the organization and to students. Our findings yield directions for more relationally oriented educational policy instruments.
Original languageEnglish
Pages (from-to)71-83
JournalPedagogia Social: Revista Interuniversitaria
Issue number28
DOIs
Publication statusPublished - 25 Apr 2016

Fingerprint Dive into the research topics of 'Conexiones de valor: una perspectiva del capital social sobre las redes sociales de profesores, el compromiso y la autoeficacia'. Together they form a unique fingerprint.

Cite this