The circle of influence: How trust networks influence professional practice in high schools

Subject. Using social network constructs, this investigation examined the structures and functions of employee relationships in two comprehensive Southern California high schools.; Research questions. Network data reflecting confidential and professional teamwork in these schools were used to answer two research questions: (1) How does relational trust manifest itself in employee networks? and (2) How do trust networks influence professional practice?; Methodology. Informal observations, interviews, and a questionnaire were employed to gather data. The sample population included all full-time employees. UCINET, a social network tool, was utilized to produce network maps, and the data were analyzed using social network constructs.; Selected findings. Both schools were found to have dense, confidential, and professional teamwork structures. Employees chose colleagues as teammates---based on trust or respect---and as collaborators in instructional practice. They engaged in one or more trust-based relationships with colleagues. The antecedents to these affiliations can be characterized by several trust-based factors: respect, personal regard, competence to core responsibly, and personal integrity (Bryk & Schneider, 2003).; The employee networks at both schools had elite administrators and teacher leaders who were central in the trust and professional teamwork networks. Content departments did not consistently reflect the same centrality or network cohesion. The lack of confidential network strength often paralleled limited teamwork within department subgroups. The absence of network density in the trust and professional teamwork clusters suggested that content homophily (likeness) did not solely drive affiliations within schools. Rather, teamwork was done in informal voluntary clusters that spanned departmental boundaries.; Conclusions. There was a correlation of trust and effective professional practice, as measured by teamwork, in the high schools studied. The influences of both appeared to be mutually enhanced by a positive school culture. These findings can inform school leaders as they build cohesion and common purpose and as they meet the complex challenges of school reform.