Research and design priority: align school organisational structures with desired dimensions of teacher social capital¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 review), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The review's forward-looking recommendation is that research should examine how the organisational structure of schools relates to the bonding, bridging and linking dimensions of teacher social capital, in order to promote the desired outcomes it identified. It states: "More research is needed on the relationship between these dimensions and the organisational structure of schools, to promote the desired outcomes of teacher social capital identified in this review."

Design Implications¶

Context¶

Requirements¶

• Attention to which social capital dimension a given organisational structure fosters.

Constraints¶

• The review notes the dimension-structure relationship is not yet well researched.

Target Learners¶

• teachers
• school leaders

Target Learning Goals¶

• teacher professional development
• student achievement
• educational equity

Affordances¶

• Teacher Social Capital Bonding Bridging Linking

Claims¶

• Organisational structures play a pervasive moderating role in the relationship between teacher social capital and its outcomes [+W]
• Different organisational structures may foster different dimensions of social capital (bonding, bridging and linking) [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Demir, Ema Kristina. (2021). The Role of Social Capital for Teacher Professional Learning and Student Achievement: A Systematic Literature Review. Educational Research Review. https://doi.org/10.1016/j.edurev.2021.100391