What works for teachers: A Social Network Analysis of Informal and Formal teacher support in Nigerian States of Bauchi and Sokoto

• In Event: Evidence into action: Program Learning on USAID Nigeria LEARN to READ

Proposal

Previously, on the USAID NEI+ education program (2015-2021), the Nigerian States of Bauchi and Sokoto created teacher collaboration groups, Teacher Learning Circles (within schools) and Cluster Learning Circles (across schools), to enhance teacher professional development. Additionally, the State education system provides external coaching to teachers through School Support Officers. However, little data exists about how well these formal and informal teacher professional development structures operate. Therefore, the LEARN to READ program commissioned a study of current teacher professional development practices to provide data to support the states in enhancing their on-going teacher professional development. The following research questions guided the study:
Research Question 1: What are the characteristics of teacher and administrator social networks?
Research Question 2: Who are the potential influencers in teacher social networks, and what aspects of teaching do they influence?
Research Question 3: How active and influential are the Teacher Learning Circles (TLCs) and Cluster Learning Circles (CLCs)?

The findings will map teachers’ formal and informal professional networks to gain insight into teacher interactions. Many themes are investigated, including, but not limited to:
• Size - The number of individuals in the network. Size influences the structure of relations.
• Density – the number of links (i.e., connections or “ties”) in the network, expressed as a proportion of the total possible links in a network.
• Centrality – Individuals in the network with more links or ties with other network members.
• Communication channels – e.g., social media, in-person
• Communication messaging – is it practical, and what is the focus?

In July and August 2024, LEARN to READ, in collaboration with the States’ Universal Basic Education Boards (SUBEBs), conducted Social Network Analyses (SNA) of over 120 participants with a supplemental quantitative survey of teachers, head teachers, and SSOs across the three States. The SNA design is a census of all participants within two SSO clusters in each State to ensure that all communications and relationships are mapped out.

The presenter will share key findings from this study along with how those findings were used to improve training for SSOs, influence policy and implementation of TLCs and CLCs, and update the SSO classroom observation tool.

Author

• Samuel Adebayo, Creative Associates International