Unpacking the dynamics of collegial networks in relation to beginning teachers’ job attitudes

ABSTRACT

Previous research has pointed at the pivotal role of professional collegial support relationships to keep beginning teachers in the profession. 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 school year, and (2) how the network (position) of beginning teachers influences their job attitudes, as important precursors of teacher retention. Five follow-up case-studies of beginning teachers and their school teams were explored. The network data showed that some teachers had a central and stable position in their team, while others were more peripheral and showed considerable changes in their work-related relations. The interviews with the beginning teachers revealed several reasons for the formation, loss and retention of their work-related ties, such as physical proximity, network intentionality and the presence of a staffroom. Finally, the results indicated that the professional support in these work-related ties can play an important role in beginning teachers’ job attitudes, or can act as a mitigating factor in case of experienced challenges. In this respect, the structural and cultural conditions needed for teachers to professionally connect require our attention.

KEYWORDS:

• Beginning teachers
• professional collegial support
• social network perspective
• job attitudes
• mixed-method research
• follow-up design

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by FWO (Fonds voor Wetenschappelijk Onderzoek) [grant number: G018315N]

Notes on contributors

Laura Thomas

Laura Thomas (ORCID: 0000-0002-3725-187X) is a PhD student at the Department of Educational Studies, Ghent University, Belgium. Her research focuses on beginning teachers’ school network in primary education.

Bart Rienties

Bart Rienties (ORCID: 0000-0003-3749-9629) is Professor of Learning Analytics at the Institute of Educational Technology at the Open University UK, United Kingdom. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning.

Melissa Tuytens

Melissa Tuytens (ORCID: 0000-0001-9934-9445) is a postdoctoral researcher at the Department of Educational Studies, Ghent University, Belgium. Her current research interests include Human Resource Management (HRM) in schools, school policy, school leadership and teacher professional development.

Geert Devos

Geert Devos is a professor in educational administration at the Department of Educational Studies, Ghent University, Belgium. He leads the research centre Bellon that studies educational policy and leadership in schools.

Geert Kelchtermans

Geert Kelchtermans (ORCID: 0000-0002-3746-2626) is a full professor at the University of Leuven, Belgium, where he chairs the Centre for Innovation and the Development of Teacher and School. His current research areas include teacher development and work lives (with a focus on the social and emotional dimension), micropolitics in school and implementation practices of innovations.

Ruben Vanderlinde

Ruben Vanderlinde (ORCID: 0000-0002-4912-3410) is an associate professor at the Department of Educational Studies, Ghent University, Belgium. His current research areas include teacher training and professionalisation, educational innovation and the integration of Information and mmunication Technologies (ICT) in education.