Stand for Something or Fall for Anything: Belief and Structural Churn Among New Teacher Networks

• In Event: Teacher Professional Development and Learning Across Career Stage and Context

Abstract

This study examined the influence of ego networks on first-year teachers regarding belief persistence, formation, and change. The study employed a mixed methodology of interviews, survey questionnaires, and an ego-centric social network analysis of first-year teachers (1YTs). Findings suggest that first-year teachers’ beliefs can be influenced by ego networks—with some individuals showing greater influence than others in a network. The ego networks of 1YTs showed varying degrees of stability over the first year, with many networks undergoing structural changes during the first few months of 1YTs’ careers. Implications for this research include structuring formal teacher induction programs that encourage interactions between diverse individuals and 1YTs and monitoring structural changes of ego networks during early-career years

Author

• Kate Rollert French, Madonna University
  Presenting Author