Chloé Meredith

More than a mentor: The role of social connectedness in early career and experienced teachers’ intention to leave

Purpose – The number of early career teachers leaving the profession continues to be an ongoing issue across the globe. This pressing concern has resulted in increased attention to the instructional and psychological conditions necessary to retain early career educators. However, less formal attention has been paid to the social infrastructure in which early career teachers find themselves. The purpose of this paper is to foreground the role of social capital and its effect on job attitudes and educators’ intention to leave the profession. Design/methodology/approach – Data were collected from 736 teachers within ten secondary schools in Flanders (Belgium). Using social network and multilevel moderated mediation analysis techniques, the relationships between teachers’ social connectedness, job attitudes, and the intention to leave the profession for both novice and experienced teachers were analyzed. Findings – Findings indicate that being socially connected to other educators within the school is associa...

Information seeking in secondary schools: A multilevel network approach

Abstract In this study, we investigate information seeking interactions in secondary schools from a multilevel network approach. Based on network-related theories, we examine the facilitating role of formal subunits. We apply exponential random graph models for multilevel networks and summarize our findings by using a meta-analysis technique. Our results indicate that formal subunits (e.g. subject departments) can, to some extent, facilitate interactions, in loosely coupled organizations (e.g. secondary schools). Finally, this study shows that a multilevel network approach can provide a more informative representation of information seeking ties in knowledge-intensive organizations.

Teacher Leadership in Practice: Mapping the Negotiation of the Position of the Special Educational Needs Coordinator in Schools

ABSTRACT Special needs care has taken on a substantial evolution within education. Special educational needs coordinators (SENCOs) are no longer considered to provide individual guidance to students but to support and professionalize regular teachers in fulfilling special needs care in their classroom. In doing so, they act as teacher leaders. Many concerns are raised about how teacher leadership may interfere with the existing working relationships in schools. In this study, we use Positioning Theory as a theoretical approach to obtain an in-depth understanding of how the position of the SENCO and the responsibilities attached to this position are negotiated within the school. The findings illustrate that SENCOs received the legitimacy to act as teacher leaders when their expertise was recognized, when teachers perceived their task as first-line helpers, and when school principals were willing to release power.