The influence of social capital in the professional development of novice teachers: A mixed method approach from the social network analysis

Abstract

This study examines the social capital of novice teachers based on the Social Network Analysis (SNA) to explore its relationships with the professional development. Social capital is conceived as a multidimensional concept that allows exploring the structural, relational and cognitive part of the social interaction. For this purpose, an analysis of the egocentric networks of ten novice teachers is carried out in order to study their patterns of interaction within the school. Additionally, semi-structured interviews are conducted to understand the importance and meaning of social relationships, triangulating this information with the structural data from social networks. Results help us to understand the importance of considering informal interactions such as friendship and advice as a source of support, as well as the influence of the rest of the dimensions in improving the professional development of novice teachers. Finally, the implications for educational policies, which can facilitate the incorporation of new teachers and the development of social relationships among professionals, are discussed. Therefore, mentoring programs and informal activities within the school can help to promote the suitable conditions. On the other hand, it is intended to prevent those policies that limit the flow of resources in educational organizations, such as the isolated practices of teachers.