Teacher networking: The perceptions of new teachers, colleagues, and principals in two urban elementary schools

A qualitative study of second and third year teachers examined the ways new teachers and their colleagues negotiated the development of supportive relationships. This study describes patterns of networking, informal strategies used by new teachers, and common bonds that initially connect new teachers with helpful colleagues. In addition, descriptions of the principal's role within the school culture are examined. Semi-structured interviews of second and third year teachers, supportive colleagues, mentors, and principals were conducted at two urban elementary schools in Los Angeles. A single case analysis is performed on each school and then compared across common themes in a cross-case analysis. Analysis of interviews and teacher sociograms revealed three common themes: how principals create situations for collegiality to exist, the role of networks and cliques in the school culture, and how teacher networking was initiated through common bonds. While these themes were unique to small urban elementary schools, results could be used to help principals understand how new teachers network and how they could create supportive environments.