Exploring the impact of social networks on teachers’ participation in job-embedded professional development

In reviewing the literature on effective teacher development, there is a clear shift in focus. Instead of the traditional inservice workshops, professional development activities that are job-embedded and treat teachers as active, reflective participants have shown to be more effective in meeting teachers’ needs and transforming their instructional beliefs and practices. However, few teachers participate in job-embedded professional development that meets all of those measures (Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009). In fact, over 90% of the teachers surveyed reported that most of the PD in which they had participated consisted of short-term conferences and/or workshops (Wei et al., 2009). This study used a long-term voluntary professional development program in one school to investigate how dimensions of teachers’ social networks influenced their participation in professional development. Because of its tradition with job embedded professional development, the school provided the ideal setting to investigate these dimensions. Over the years, the number of teachers participating had grown and those who choose to participate changed from year to year. Based on the survey results, when making decisions about participation in professional development, Collegiality, Time Constraints, and Personal Issues were found to be factors that differentiate participating teachers from non-participating teachers at the school. Using the Social Network data, teachers who decided to participate in the teacher study group were found to have higher levels of connectedness and collegiality than teachers who chose not to participate. And regardless of their decision to participate, teachers interviewed reported the importance of collegial opportunities to share experiences for their own professional development. With an understanding of social networks of their teachers, administrators can support the structures that foster relationships which build collegiality in their buildings. Higher levels of collegiality have shown to influence participation in professional development, instructional practices and beliefs (Dzubay, 2001; Bidwell & Yasumoto, 1999).Ed. D.Includes bibliographical referencesby James B. Bigsb