Social networks and novice teachers: An examination of supports provided through social networks

Abstract

The purpose of this study was to examine the support provided to novice teachers through their social networks. Data for this qualitative study were collected and analyzed through use of the Social Capital Theory of Social Structure and Action developed by Nan Lin (2001). The study participants were middle school teachers. The study participants were interviewed twice, and their responses were subsequently analyzed and compared. Data indicate that in addition to their formal supports, teachers made extensive use of informal interactions for the exchange of social capital. However, the responses also yielded that support for novice teachers, including professional development and mentoring, has room for improvement. Future studies on the exchange of social capital within a school setting, the differing needs of traditionally and non-traditionally certified educatory, how trust affect the flow of information, and a longitudinal study of how social capital is exchanged could be useful.