Unpacking Beginning Teachers' Collegial Networks in Relation to Their Job Attitudes

• In Event: Developing New Models of Supervision That Bridge the College to Classroom Theory-Practice Gap

Abstract

Around the world, in the course of the induction phase, a large number of teachers drop out of the profession. Previous literature has demonstrated the significance of professional collegial support relationships in preventing this drop-out. In this study, we build on previous research by using follow-up mixed-method social network data to explore (1) to what extent, in what ways and for which reasons beginning teachers’ work-related network (position) changes throughout a schoolyear, and (2) how the network (position) of beginning teachers influences their job attitudes, as precursors of teacher retention. Five beginning teachers and their school teams were explored. The results reveal the important role of the principal: (s)he can influence both beginning teachers’ networks and job attitudes.

Authors

• Laura Thomas, Ghent University

• Bart Rienties

• Melissa Tuytens, Ghent University

• Geert Devos, Ghent University

• Geert Kelchtermans, University of Leuven

• Ruben Vanderlinde, Ghent University