Teachers' Social Network Tendency and Workplace Friendship: A Mixed-Method Study

Abstract

This study examines the relationship between teachers' social network tendencies and their perceptions of workplace friendships, employing a mixed-methods convergent parallel design. The study sample was determined using stratified sampling and consisted of 329 teachers working in various high school types (Anatolian, Vocational, Science, etc.) in the Efeler district of Aydın, Turkey. Data were collected via the Social Network Tendencies Scale, Workplace Friendship Scale, and semi-structured interviews with 28 teachers. Findings show that female teachers and those aged 51 and above report higher levels of social networking tendencies and workplace friendship. Teachers working in vocational high schools also score higher on both variables compared to those in other types of schools. Social network tendency was positively associated with workplace friendship (r=.549, p<.05). Qualitative results suggest that teachers prioritize personal traits, such as empathy, trust, and respect, over hierarchical status in their interactions. The research revealed that quantitative and qualitative findings support each other. The study recommends fostering a trust-based school culture and implementing concrete practices such as structured peer-mentoring to enhance teachers’ social interaction.

Keywords

• Mixed-method research
• social network tendency
• teacher
• workplace friendship

Öğretmenlerin Sosyal Ağ Eğilimi ve İş Yeri Arkadaşlığı: Bir Karma Yöntem Araştırması

Öz

Bu çalışma, karma yöntem yakınsak paralel desen aracılığıyla öğretmenlerin sosyal ağ eğilimleri ile işyerinde arkadaşlık algıları arasındaki ilişkiyi incelemektedir. Çalışma örneklemi tabakalı örnekleme yöntemi kullanılarak belirlenmiş ve Türkiye'nin Aydın ilinin Efeler ilçesinde çeşitli lise türlerinde (Anadolu, Meslek, Fen vb.) çalışan 329 öğretmenden oluşmuştur. Veriler, Sosyal Ağ Eğilimleri Ölçeği, İşyeri Arkadaşlığı Ölçeği ve 28 öğretmenle yapılan yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Bulgular, kadın öğretmenlerin ve 51 yaş ve üstü öğretmenlerin daha yüksek düzeyde sosyal ağ eğilimleri ve işyeri arkadaşlığı bildirdiklerini göstermektedir. Meslek liselerinde çalışan öğretmenler, diğer okul türlerindekilere kıyasla her iki değişkende daha yüksek puan almaktadır. Sosyal ağ eğilimi, işyeri arkadaşlığı ile pozitif bir ilişki içindedir (r=.549, p<.05). Nitel sonuçlar, öğretmenlerin etkileşimlerinde hiyerarşik statüden çok empati, güven ve saygı gibi kişisel özelliklere öncelik verdiklerini göstermektedir. Araştırma, niceliksel ve niteliksel bulguların birbirini desteklediğini ortaya koymuştur. Çalışma, öğretmenlerin sosyal etkileşimini geliştirmek için güvene dayalı bir okul kültürünün teşvik edilmesini ve yapılandırılmış akran mentorluğu gibi somut uygulamaların hayata geçirilmesini önermektedir.

Anahtar Kelimeler

• Karma yöntem araştırması
• sosyal ağ eğilimi
• öğretmen
• iş yeri arkadaşlığı

References

1. Abbasi, S. G., Abbas, M., Pradana, M., Al-Shammari, S. A. S., Zaman, U., & Nawaz, M. S. (2021). Impact of organizational and individual factors on knowledge sharing behavior: Social capital perspective. SAGE Open, 11(4). https://doi.org/10.1177/21582440211054504
2. Ala, M., Rasul, T., & Nair, S. (2021). Social network and social commerce. In M. Hoque & R. Bashaw (Eds.), Cross-Border E-Commerce Marketing and Management (pp. 203-228). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-7998-5823-2.ch009
3. Aviram, M., & Shoshana, A. (2024). "Each student is fitted with a customized suit": Teacher identity, the burden of intensive educational work, and ethical transgressions among teachers at an elite high school. International Journal of Educational Research, 125(4), 102327. https://doi.org/10.1016/j.ijer.2024.102327.
4. Bandura, A. (1977). Social learning theory. Prentice-Hall.
5. Bilgin, Y., & Kıral, B. (2019). The relation between workplace frıendship and school culture perception of teachers. European Journal of Education Studies, 5(9), 73-93. http://dx.doi.org/10.5281/zenodo.2540489
6. Bolat, Y., & Korkmaz, C. (2021). Social values and life skills as predictors of organizational culture: A Study on teachers. SAGE Open, 11(2). https://doi.org/10.1177/21582440211023179
7. Calarco, J. (2019). Avoiding us versus them: How Schools’ dependence on privileged “helicopter” parents influences enforcement of rules. American Sociological Review, 85(2), 223-246. https://doi.org/10.1177/0003122420905793
8. Cheek, E., & Lindsey, J. (1986). Principal's roles and teacher conflict: A recapitulation. Journal of Learning Disabilities, 19(5), 280-284. https://doi.org/10.1177/002221948601900506.

9. Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77. https://doi.org/10.1016/J.TATE.2016.01.001.
10. Chen, Y. C., Wang, Y. H., & Chu, H. C. (2024). Meta-analytic structural equation modeling for exploring workplace friendship, well-being, and organizational commitment. Work, 79(3), 1039–1053. https://doi.org/10.3233/WOR-230482
11. Coburn, C., & Russell, J. (2008). District policy and teachers’ social networks. Educational Evaluation and Policy Analysis, 30(3), 203-235. https://doi.org/10.3102/0162373708321829.
12. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
13. Creswell, J. W., & Plano-Clark, V. L. (2015). Karma yöntem araştırmaları: Tasarımı ve yürütülmesi. Y. Dede & S. B. Demir (Trans. Ed.). Anı Yayıncılık.
14. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
15. Devi, B., Khandelwal, B., & Das, M. (2017). Application of Bandura's social cognitive theory in the technology enhanced, blended learning environment. International Journal of Applied Research, 3(1), 721-724.
16. Diehl, D. (2019). The multiplexity of professional learning communities: exploring the co-evolution of teacher social networks. Research Papers in Education, 35(5), 623-639. https://doi.org/10.1080/02671522.2019.1615115
17. Durrah, O. (2022). Do we need friendship in the workplace? The effect on innovative behavior and mediating role of psychological safety. Current Psychology, 42, 1-14. https://doi.org/10.1007/s12144-022-03949-4.
18. Ellwardt, L., Labianca, G., & Wittek, R. (2012). Who are the objects of positive and negative gossip at work?: A social network perspective on workplace gossip. Social Networks, 34(2), 193-205. https://doi.org/10.1016/j.socnet.2011.11.003
19. Escabarte, D., & Gallardo, R. (2024). Peer relationship and social skills development among grade 6 teachers. International Journal of Innovative Science and Research Technology, 9(6), 27-31. https://doi.org/10.38124/ijisrt/ijisrt24jun412.
20. Fuhse, J. (2015). Networks from communication. European Journal of Social Theory, 18(1), 39-59. https://doi.org/10.1177/1368431014549683.
21. Forte, A., & Flores, M. (2014). Teacher collaboration and professional development in the workplace: a study of Portuguese teachers. European Journal of Teacher Education, 37(1), 105-91. https://doi.org/10.1080/02619768.2013.763791.
22. García-Martínez, I., Montenegro-Rueda, M., Molina-Fernández, E., & Fernández-Batanero, J. M. (2021). Mapping teacher collaboration for school success. School Effectiveness and School Improvement, 32(4), 631-649. https://doi.org/10.1080/09243453.2021.1925700
23. Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement. Teachers College Record, 109(4), 877-896.
24. Greener, S. (2015). What do we mean by “student-centred” learning? Interactive Learning Environments, 23(1), 1-2. https://doi.org/10.1080/10494820.2015.1005423
25. Grosser, T. J., Lopez-Kidwell, V., & Labianca, G. (2010). A social network analysis of positive and negative gossip in organizational life. Group & Organization Management, 35(2), 177-212. https://doi.org/10.1177/1059601109360391
26. Gül Öztürk, A., & Koşar, S. (2021). Öğretmenlerin örgütsel adalet algıları üzerine bir olgubilim çalışması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 41(3), 1951-1991. https://doi.org/10.17152/gefad.949312
27. Hangul, S., & Senturk, I. (2019). Analyzing teachers' interactions through social network analysis: A multi-case study of three schools in Van, Turkey. New Waves Educational Research & Development, 22(2),16-36.
28. Hsieh, C., Li, H., Liang, J., & Chiu, Y. (2024). Empowering teachers through principals' emotional intelligence: Unlocking the potential of organizational citizenship behavior in Taiwan's elementary schools. Acta Psychologica, 243, 104142. https://doi.org/10.1016/j.actpsy.2024.104142.
29. Huang, L. (2020). Peer victimization, teacher unfairness, and adolescent life satisfaction: The mediating roles of sense of belonging to school and schoolwork-related anxiety. School Mental Health, 12, 556-566. https://doi.org/10.1007/s12310-020-09365-y.
30. Huang, X., & Wang, C. (2021). Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital. Teaching and Teacher Education, 103(7), 103363. https://doi.org/10.1016/J.TATE.2021.103363.
31. Hoy, W., & Tarter, C. (2004). Organizational justice in schools: No justice without trust. International Journal of Educational Management, 18(4), 250-259. https://doi.org/10.1108/09513540410538831.
32. Jiang, Z., & Hu, X. (2004). Knowledge sharing and life satisfaction: The roles of colleague relationships and gender. Social Indicators Research, 126, 379-394. https://doi.org/10.1007/S11205-015-0886-9.
33. İlhan, N., Gündüz-Öğüdücü, Ş., Etaner-Uyar, A.Ş. (2014). Introduction to Social Networks: Analysis and Case Studies. In: Gündüz-Öğüdücü, Ş., Etaner-Uyar, A. (eds) Social Networks: Analysis and Case Studies. Lecture Notes in Social Networks. Springer. https://doi.org/10.1007/978-3-7091-1797-2_1
34. Kalish, Y., & Robins, G. (2006). Psychological predispositions and network structure: The relationship between individual predispositions, structural holes and network closure. Social Networks, 28(1), 56–84. https://doi.org/10.1016/j.socnet.2005.04.004
35. Kaul, M., Supovitz, J., & Comstock, M. (2021). Investigating instructional influence in teachers' social networks. Journal of Professional Capital and Community, 6(4), 378–394. https://doi.org/10.1108/JPCC-11-2020-0086
36. Klein, K. J., Lim, B.C., Saltz, J. L., & Mayer, D. M. (2004). How do they get there? An examination of the antecedents of centrality in team networks. Academy of Management Journal, 47(6), 952–963. https://doi.org/10.2307/20159634
37. Kolleck, N., Schuster, J., Hartmann, U., & Gräsel, C. (2021). Teachers’ professional collaboration and trust relationships: An inferential social network analysis of teacher teams. Research in Education, 111(1), 89-107. https://doi.org/10.1177/00345237211031585.
38. Leana, C. R., & Pil, F. K. (2006). Social capital and organizational performance: Evidence from urban public schools. Organization Science, 17(3), 353-366.
39. Legg, R. S. (2023). When enactive learning went missing, vicarious learning became a must. Theory Into Practice, 62(3), 245-254. https://doi.org/10.1080/00405841.2023.2226557
40. Lin, N., Cook, K., & Burt, R. (2017). Social Capital: Theory and Research. Routledge. http://dx.doi.org/10.4324/9781315129457
41. Lochmiller, C.R. & Pawlicki, C.R. (2018). Leadership and resource allocation in schools: Applying micropolitical perspectives. In: Touchton, D., Rodríguez, M., Ivory, G., Acker-Hocevar, M. (eds) Quandaries of School Leadership. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-59120-9_11
42. Manik, S., Sembiring, M., Padang, I., & Manurung, L. (2022). Theory of Bandura’s social learning in the process of teaching at SMA methodist Berastagi Kabupaten Karo. Jurnal Visi Pengabdian Kepada Masyarakat, 3(2), 85-96. https://doi.org/10.51622/pengabdian.v3i2.729
43. Mayo, E. (1933). The human problems of an industrial civilization. Macmillan.
44. Mintzes, J. J., Marcum, B., Messerschmidt-Yates, C., & Mark, A. (2013). Enhancing self-efficacy in elementary science teaching with professional learning communities. Journal of Science Teacher Education, 24(7), 1201-1218. https://doi.org/10.1007/s10972-012-9320-1
45. Moolenaar, N. (2012). A social network perspective on teacher collaboration in schools: Theory, methodology, and applications. American Journal of Education, 119(1), 7-39. https://doi.org/10.1086/667715.
46. Moolenaar, N., Sleegers, P., & Daly, A. (2012). Teaming up: Linking collaboration networks, collective efficacy, and student achievement. Teaching and Teacher Education, 28(2), 251-262. https://doi.org/10.1016/J.TATE.2011.10.001.
47. Ninković, S., Floric, O., & Đorđić, D. (2022). The effect of teacher trust in colleagues on collective teacher efficacy: Examining the mediating role of the characteristics of professional learning communities. Teaching and Teacher Education, 119, 103877. https://doi.org/10.1016/j.tate.2022.103877.
48. Noben, I., Brouwer, J., Deinum, J., & Hofman, W. (2022). The Development of University Teachers’ Collaboration Networks During a Departmental Professional Development Project. Teaching and Teacher Education, 110, 103579. https://doi.org/10.1016/j.tate.2021.103579.
49. Omuris, E. (2019). Workplace friendship in hospitality organizations: A scale development. International Journal of Contemporary Hospitality Management, 31(3), 1390-1411. https://doi.org/10.1108/IJCHM-10-2017-0658.
50. Öztürk, N., & Sumbas, E. (2023). Job satisfaction and workplace happiness as predictors of workplace friendship across psychological counselors. Journal of Theoretical Educational Science, 16(2), 372-393. https://doi.org/10.30831/akukeg.1186981.
51. Parks, M., & McKay, L. (2023). Teacher emotions and emotional labour: the significance of staffroom relationships in an Australian high school. The Australian Educational Researcher, 50, 845-861. https://doi.org/10.1007/s13384-022-00529-0.
52. Penuel, W. (2012). Using social network analysis to study how collegial interactions can augment teacher learning from external professional development. American Journal of Education, 119(1), 103-136. https://doi.org/10.1086/667756.
53. Penuel, W., Riel, M., Krause, A., & Frank, K. (2009). Analyzing teachers’ professional interactions in a school as social capital: A social network approach. Teachers College Record: The Voice of Scholarship in Education, 111(1), 124-163. https://doi.org/10.1177/016146810911100102.
54. Prenger, R., Poortman, C., & Handelzalts, A. (2020). Professional learning networks: From teacher learning to school improvement? Journal of Educational Change, 22, 13-52. https://doi.org/10.1007/s10833-020-09383-2.
55. Price, H. (2012). Principal-teacher interactions. Educational Administration Quarterly, 48(1), 39-85. https://doi.org/10.1177/0013161X11417126.
56. Riordan, C., & Griffeth, R. (1995). The opportunity for friendship in the workplace: An underexplored construct. Journal of Business and Psychology, 10, 141-154. https://doi.org/10.1007/BF02249575.
57. Roethlisberger, F. J., & Dickson, W. J. (1939). Management and the worker. Harvard University Press. Schaaf, K. (2017). Investigating the relationships among teacher social capital, teaching practice, and student achievement across measures and models (Unpublished doctoral dissertation). University of California.
58. Scott, J. (1988). Social network analysis. Sociology, 2(1), 109-127. https://doi.org/10.1177/0038038588022001007.
59. Shi, L., Chen, S., & Zhou, Y. (2022). The influence of social capital on primary school teachers' creative teaching behavior: Mediating effects of knowledge sharing and creative teaching self-efficacy. Thinking Skills and Creativity, 47, 101226. https://doi.org/10.1016/j.tsc.2022.101226
60. Skaalvik, E., & Skaalvik, S. (2023). Collective teacher culture and school goal structure: Associations with teacher self-efficacy and engagement. Social Psychology of Education, 26, 1-25. https://doi.org/10.1007/s11218-023-09778-y.
61. Smith, E. (2015). Professional development and the impact of teacher relationships. Journal of Initial Teacher Inquiry, 1, 43-44. https://doi.org/10.26021/814.
62. Sias, P., Pedersen, H., Gallagher, E., & Kopaneva, I. (2012). Workplace Friendship in the electronically connected organization. Human Communication Research, 38(3), 253-279. https://doi.org/10.1111/J.1468-2958.2012.01428.X
63. Sias, P., Tsetsi, E., Woo, N., & Smith, A. (2020). With a little help from my friends: Perceived task ınterdependence, coworker communication, and workplace friendship. Communication Studies, 71(4), 528-549. https://doi.org/10.1080/10510974.2020.1749863.
64. Tan, Ç. (2014). Organizational justice as a predictor of organizational silence. Educational Research Review, 9, 1190-1202.
65. Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70(4), 547-593. http://dx.doi.org/10.2307/1170781
66. Variyan, G. (2019). Missionaries or mercenaries? How teachers in elite private schools embrace privilege. British Journal of Sociology of Education, 40(8), 1204-1218. https://doi.org/10.1080/01425692.2019.1659753.
67. Wolgast, A., & Fischer, N. (2017). You are not alone: colleague support and goal-oriented cooperation as resources to reduce teachers’ stress. Social Psychology of Education, 20, 97-114. https://doi.org/10.1007/s11218-017-9366-1.
68. Yeşilbaş-Özenç, Y. (2025). Eğitimde sosyal yapıları anlamak: Sosyometri ve sosyal ağ analizi üzerine bir derleme. Göbeklitepe Eğitim ve Spor Bilimleri Dergisi, 4(1), 74-96. http://dx.doi.org/10.70631/gesd.1653387
69. Yeşilbaş-Özenç, Y., & Kalender, S. (2024). Examining teachers' professional relationships, friendship, and trust networks via social network analysis. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 10(1), 12-25. https://doi.org/10.29065/usakead.1402654.