The Role of Social Networks in the Teacher Job Search Process

Abstract

This article highlights the role of social networks in the elementary teacher job search. Using interviews with 27 teacher applicants, it explores how prospective elementary teachers used their social networks to identify job opportunities, obtain jobs, and gather information about schools. The findings suggest that teacher applicants assumed that they were more likely to get a job in places where they already had contacts, and these beliefs influenced their job-search processes. They sought out ways to increase their contacts within schools and districts, thereby accumulating more social capital. Their networks were diverse, included personal and professional contacts, and provided information about vacancies and particular schools. Given the generalist focus and concern for care that characterize elementary teaching, this study has implications for the types of social contact prospective teachers use in their job searches and the content of information conveyed through these networks.