An Inductive Approach to Understanding Novice Teachers' Social Networks

• In Event: 54.072 - The Role of Teachers' Social Networks in the Development of Ambitious Mathematics Instruction

Abstract

Objective. This paper examines how early career elementary teachers construct their social networks and then use these networks to secure a wide variety of resources.
Theoretical Framework. We frame this research using social capital theory (Coleman, 1988; Portes, 1999), which posits that important resources are embedded in social networks. In contrast to previous research that focuses on the importance of social interactions on instructional change (e.g., Penuel, Riel, Krause, & Frank, 2009; Spillane, Hallett, & Diamond, 2003; Wilhelm, Chen, Smith, & Frank, 2016), we conceive of social capital more broadly to include any resources that help early career teachers (ECTs) manage a wide range of challenges.
Data Sources. We selectively sampled (Schatzman & Strauss, 1973) 20 teachers from a pool of 100 ECTs who were participating in a larger study. Teachers were selected from two school districts that differed sharply in the instructional guidance they provided. Further, we concentrated on 1st- through 5th-grade teachers, as we wanted to compare similarities and differences between grade levels that extended beyond district influence. Of these 20 teachers, 18 agreed to participate in in-depth interviews. All interviews were completely transcribed and analyzed through open, axial, and selective coding (Strauss, 1987; Strauss & Corbin, 1998).
Methods. We analyzed the interview data inductively using a grounded approach (Glaser & Strauss, 1967; Strauss, 1987; Strauss & Corbin, 1998). Specifically, we used a card sorting technique in which we provided the ECTs with a stack of index cards with a colleague’s name on each card and asked them to create two or more stacks based on any dimensions that were important to them. Once sorted, we asked the ECTs to explain why they sorted their colleagues as they did. Teachers’ subsequent explanations and responses to follow-up probes constituted the bulk of the social network section of the interviews.
Findings. Our findings indicate that ECTs construct their social networks in ways that are influenced but not determined by organizational structure and in ways that feature but are not exclusive to instructional concerns. For example, virtually every ECT identified her grade-level colleagues as resources for instructional, social, and emotional support and help navigating the school organization. In other cases, ECTs communicated with teachers at the grade level below them to determine what content had been covered previously or how they had taught a particular subject. ECTs also reported talking with teachers in the grade level above them to gauge these colleagues’ expectations for the next year. Other colleagues provided help with particular students. For example, ECTs reported talking with English language learner specialists or special education teachers when they had a student who received either services.
Significance. While prior work on social networks has provided needed insight into the role of social interactions in instructional improvement, our work introduces the importance of understanding how teachers construct and access their social networks more broadly. Such understanding can help with a variety of issues facing early career teachers and provide insight into how teachers’ social networks influence job performance, commitment, and satisfaction.

Authors

• John L. Lane, Michigan State University

• Shannon P. Sweeny, Northern Arizona University