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Social network theory posits that social interactions provide access to information and other resources but may also constrain opportunities. Although social networks have been analyzed in educational settings to evaluate the effectiveness of interventions and the structures supporting or constraining educators, few studies address how social network analysis (SNA) has been utilized in rural settings. A review of the literature on social networks in rural schools among teachers and/or administrators indicates there is little research on the ties among rural educators, with a frequent assumption of no networking opportunities. Although similar attributes and proximity are frequently uncovered as predictors of tie formation in traditional SNA, in rural spaces these attributes are often intentionally utilized to structure effective networking and professional development. Studies within a school or district differed from studies between schools or districts. Due to the unique characteristics of rural settings, researchers should consider using ego-network studies or expanding defined boundaries of social networks to develop a clearer picture of the networks that provide opportunities or constrain rural educators.
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Uncovering the Connections Among Rural Science Teachers: A Social Network Analysis
Using social network analysis, we sought to characterize the professional collaboration and advice networks among rural science teachers. Furthermore, we explored how the characteristics of individual teachers and distance between teachers affected the likelihood of forming connections. Science teachers in publicly funded rural schools were asked whom they collaborate with and seek advice from and the mode and frequency of their communications. Results were analyzed using UCINET to calculate statistical significance of tie formation. Ties among rural teachers were sparse, with a quarter of teachers having no connections within the bounded network. In contrast to other social network studies, characteristics of individual teachers were not a significant predictor of tie formation in our population, but geographic proximity was a strong predictor. Our findings suggest that districts can support teachers in forming supportive ties by providing time, funding, and/or technology tools and training.
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- PAR ID:
- 10509228
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- AERA Open
- Volume:
- 10
- ISSN:
- 2332-8584
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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