An Investigation of Teachers’ Advice Networks and Emergent Leadership through Social Network Analysis

Abstract

This research focused on the content and nature of teachers’ advice networks and the process and characteristics of emergent leaders. We particularly worked on the content, frequency, and results of teachers’ advice-receiving patterns as well as personal traits, competencies, and sources of power that made emergent leaders. Data were collected from the staff of three high schools located in Van, Turkey. We analyzed interview data via social network analysis software and content analysis. We found that teachers needed peer advice more on bureaucratic processes and they preferred teachers who were more experienced. Emergent leaders were high in referent, expert, information, and connection power; they were also found to be dominant in personality traits like being honest, reliable, responsible, well-intentioned, fatherly, and social.