Advice networks in early childhood education: Predicting teachers' workplace experiences over time

Guided by social capital and diffusion of innovation theories and K-12 social network research, we describe instrumental advice network ties among diverse staff (n = 374) in a representative sample of early childhood education (ECE) programs (n = 43) in one large urban school district. We investigate across-time links between advice network ties and teachers' job satisfaction, orientation to innovation, and efficacy beliefs. Results indicate that administrators are the most sought source of advice; lead teachers are advice sources for more colleagues than are assistant teachers; and, specialized staff are advice sources in content areas aligned with their role. In support of a social influence model, ECE teachers with a higher proportion of advice ties in the fall reported higher job satisfaction, teaching efficacy, and collective efficacy in the spring. No relationship was found between advice ties and teachers' orientation to innovation. Findings generate hypotheses on diffusion processes and inform ECE professional development.

Automated summary

Guided by social capital and diffusion of innovation theories, this study examines the instrumental advice network ties among diverse staff in early childhood education programs. The results show that administrators are the most sought source of advice, lead teachers provide more advice to colleagues than assistant teachers, and specialized staff offer advice in their areas of expertise. The findings suggest that teachers with more advice ties report higher job satisfaction, teaching efficacy, and collective efficacy. However, no relationship was found between advice ties and teachers' orientation to innovation. These findings have implications for professional development in early childhood education.