Understanding teacher network formation amidst reform: A mixed-methods study on collaborative structure, network intentionality, closeness, and school climates

Abstract

Teacher networks are essential mechanisms driving school reform, yet there is limited research on the development of these networks from a structural dynamics perspective. This mixed-methods study examined collaborative relationships among teachers and factors affecting their formation in the context of reform initiatives at a public middle school in Taiwan. Longitudinal network analysis (ERGM and STERGMs) supported by interview data suggests the social, relational, cognitive, and organizational conditions that impact the establishment, preservation, and dissolution of professional ties. The study also uncovers perspectives on how teachers shape their professional communities. The findings carry implications for policy and practice.