Transitivity Between School Principals’ Instructional and Administrative Advice-Seeking Relations in a Rural District: Friendship Matters

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Abstract

This study investigates the interplay between instructional and administrative advice-seeking relations (ASRs) among school principals in a rural district, emphasizing the role of friendship ties. Utilizing the critical lens of social capital theory and cutting-edge analytical approaches, such as social network analysis (SNA) and exponential random graph models (ERGMs), the study examines the network structures of ASRs and the impact of mutual friendships on these networks. Findings reveal a balanced network centrality in advice-seeking, sparse administrative ASRs, hierarchical structures in instructional ASRs, and significant transitivity between instructional and administrative ASRs, moderated by friendship ties. The study highlights the importance of social capital in shaping school principals’ professional relations and suggests policy implications for leadership development in rural educational settings.

Authors

• Koksal Banoglu, The Education University of Hong Kong

• Sedat Gümüş, The Education University of Hong Kong

• Ibrahim Hakan Karataş, Istanbul Medeniyet University

• Jiafang Lu, The Education University of Hong Kong