Teachers' Social Capital: Differentiations and Outcomes (original) (raw)
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2016
PALAVRAS-CHAVE: Social capital redes sociais auto-eficácia e realizaçao ABSTRACT: In research on educational reform implementation, scholars have highlighted the importance of teacher collaboration in support of increased student achievement. In this study, we examine whether teachers’ knowledge exchange in social networks is related to key elements that have been associated with increased student achievement, namely teacher self-efficacy and commitment. Drawing on social capital theory, we study teachers’ social networks to assess whether greater access to resources, as captured by a more central network position, is related to a greater sense of teacher efficacy and commitment. We collected survey and social network data from eight elementary schools in the Netherlands (N=114), which were then analyzed using social network analysis and correlational analysis. Results suggest positive relationships between teachers’ social network indicators, teacher self-efficacy, and commitment t...
School Management of Social Capital Based To Improve Teacher’s Performance
Proceedings of the Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia, 2020
This study aimed to explain the management of social capital in MI Annur Losari Brebes to improve the performance of teachers. The method used in this study was a qualitative-descriptive approach. Subjects consisted of cases selected using purposive sampling. The research location was at MI Annur Losari Brebes. The research was carried out with four steps, namely; method of extracting data: observation, interviews, and documentation. Data analysis method used was inductive models. The researchers found that the management of MI schools in Brebes Regency used social capital to improve the teacher's performance in the form of hospitality. Second, social capital management showed a pattern of bridging and strengthening through networking components, mutually beneficial and helpful relationships, and trust. The advantage of this research is that friendship is social capital that can be used to improve school's performance.
Proceedings of the 2nd International Conference on Education and Social Science Research (ICESRE 2019), 2020
The purpose of this study is to portray the personal communication and self-confidence of teachers in schools using school management based on social capital that improves teacher performance. The research method used is to use qualitative research. The instrument used was the researcher himself. Analysis of the data used is to use data triangulation. The location of the study was MI in Brebes Regency. Taking samples by using purposive sampling. The sample of this study were 4 teachers in MI Brebes Regency. The results showed that personal communication and teacher confidence became the basis for the formation of social capital in school management based on social capital.
The Use of Social Capital in Teacher Research: A Necessary Clarification
Frontiers in Psychology
In this paper, we present a critical reflection on the concept of social capital. We argue that there is no such idea of an umbrella concept of social capital. Instead, two overarching conceptualizations of social capital exist, namely individual social capital and collective social capital. As these conceptualizations of social capital are completely different, we emphasize that studies using social capital as a theoretical lens should clarify the concept as well as be consistent in the interpretation of the concept, from its definition to its methodological operationalization. In this article, we first map the two different conceptualizations of social capital. Next, these conceptualizations are illustrated with well-known teacher research studies, followed by examples of studies in which individual and collective social capital are mixed. Finally, we discuss the consequences of the use and the mix of these different conceptualizations in terms of measurement methods. Additionally...
THE EFFECTS OF SOCIAL CAPITAL ELEMENTS ON JOB SATISFACTION AND MOTIVATION LEVELS OF TEACHERS
The purpose of this study is to examine the effects of social capital elements' on job satisfaction and motivation levels of teachers. The mixed method was used in the study. The quantitative data were analyzed through Correlation and Multiple Regression analyses. An interview form developed by the researchers was used for analyzing the qualitative data. According to the correlation analysis, there is a positive and high level of relationship between social capital and job motivation. According to the regression analysis results, the three sub dimensions of social capital are significant predictors of job motivation levels of teachers; the other finding suggests that only the communication-social interaction sub-dimension is a significant predictor of teachers' job satisfaction levels.
Background/Context: Researchers have proposed a number of lenses for analyzing teacher professional communities in recent years. These lenses have been useful in describing key dynamics of professional communities; however, none provides a compelling approach to how to integrate data from the school as a whole with case study data on individual interactions to create a coherent account of the structure and dynamics of teacher professional communities. Objective: Our objective was to present and illustrate the application of social capital theory for analyzing the role of formal and informal teacher interactions in helping teachers enact changes to instruction associated with ambitious school reforms. Social capital theory posits that valued resources and expertise are embedded within social networks and that it is through social ties that one gains access to and can make use of resources to effect change. The network perspective directs researchers to focus simultaneously on the overall social structure of a school and on the expertise and resources exchanged through interactions among teachers that
Impact of teachers’ social capital on their professional performance: a narrative inquiry
Liberal Arts and Social Sciences International Journal (LASSIJ)
The purpose of this study was to explore the impact of social capital on teachers’ professional performance. The participants were ten male subject specialists from government higher secondary schools of District Malakand, Khyber Pakhtunkhwa, Pakistan. The method of data collection was one-on-one in person through in-depth interview. Teachers’ narratives showed that teachers who had stronger social capital performed better their others. Performance of the teachers who showed high level of participation and willingness were those with high social capital. They were more interested in curricular and co-curricular activities that enhanced their professional performance. There is a strong bond of good relationship between teachers and students that was an efficient solution to meet the different needs of a classroom collectively as well as individual students, which impacts positively on students’ learning and teachers’ performance. There was no contribution from parents for success of ...
Networked by Design: Interventions for Teachers to Develop Social Capital
2018
Previous research on the use of social network analysis in education has demonstrated how the methodology can reveal patterns of interactions that enable the sharing of resources. For more than a decade, we have read about the promise that building networks can bring in terms of enacting instructional improvement. However, few studies have aimed at reporting on the designs and enactments of intentional structures for building teachers’ social capital through the development of social networks. Even fewer have discussed the deliberate mechanisms and methodologies used in the interventions. In this structured poster symposium, we present six current efforts in building teachers’ social capital with an emphasis on what this work is and how it is done. This group of researchers work with a variety of teacher populations both in formal and informal environments to solve important issues in the building of educational and teaching capacities.
Catalyzing Teacher's Professional Development through Teacher Social Capital
Zenodo (CERN European Organization for Nuclear Research), 2023
The most important factor in the success of higher Educational institutions is the quality and engagement of its faculty….‖ (NEP, 2020). Teachers often work single-handedly but during the process of imparting education, they do engage in interactions. Recently there has been rising interest in this interaction and how it influencesthe professional development of the teachers. Community practice perspective on teachers' interaction portrays how interaction with each other and engagement in diverse activities enable professional development. It needs to be understood that teachers are participants in the community who take roles and try to improve, reproduce and even transform practices with the available resources. Their sharing of practices leads to the formation of social ties through which mutual exchange of expertise takes place. The more sharing of practices takes place the more readily knowledge and information are exchanged. There has been growing interest in mapping different aspects of teacher interaction through social network analysis embedded in the sociological concept of social capital (Baker-Doyle,2010). It has been also seen that there exists a strong tradition of research which focuses on how teachers are influenced by the environment of the organisation and how they contribute tothe co-construction of thought processes. National Education Policy 2020 emphasises the development of creative potential among teachers. It aims to bring about teachers' reform by modifying the work environment and promoting greater social interaction among teachers. This article aims to highlight the role of social capital in the form of teacher social capital in the professional development of teachers.
A comparative view on the influence of social capital, role of teacher and principal leadership
ipedr.com
The concept of social capital has received considerable attention among academics and practitioners across disciplines worldwide. However, there has been relatively little empirical research examining the potential effect of social capital from the views of principals and teachers of secondary schools in Pahang, Malaysia. The purpose of this study is to examine the effect of both internal and external social capital on role of teacher and principal leadership from the views of principals and teachers. Survey questionnaire were distributed to school principals, deputy principal and teachers from secondary schools in Pahang. The results show that principals and teachers have different views on how internal social capital and external social capital are related to role of teacher and principal leadership. From a teachers' perspective, internal social capital plays an important role in influencing the role of teachers but not external social capital. With regards to principals' perspective, the finding shows that principals' leadership will increase as internal social capital increases.