Teacher Help-Seeking Beliefs and Help-Seeking Networks

Makara Fuller, K. and Karabenick, S. (2015) Teacher Help-Seeking Beliefs and Help-Seeking Networks. 16th European Association for Research on Learning and Teaching Conference (EARLI), Limassol, Cyprus, 25-29 Aug 2015. (Unpublished)

130625.pdf - Presentation



Teachers work within a network of teachers at their school whose members can be an important source of advice and help, yet they must seek help from their colleagues in order to benefit from this network. This study employs social network analysis to examine how help-seeking patterns among teachers are related to teachers’ curricular domain, years of experience, and gender. Additionally, we examined how help-seeking beliefs (instrumental, expedient, and perceived threat) are related to help-seeking networks. Teachers (n = 81) from a representative U.S. high school participated in an online survey. They completed measures of their beliefs of help seeking and listed whom they sought help from at school. The data was used to create a network map of help-seeking relations. Results demonstrated that there were no gender differences. More experienced teachers reported lower instrumental benefits of help seeking but were sought for help more often by their colleagues. There were also differences in help seeking based on teachers’ subject area as indicated by the social network patterns. Associations between beliefs about help seeking and help-seeking network patterns were non-significant although in the hypothesized direction. This study lays the groundwork for further understanding of teachers’ help-seeking beliefs and help-seeking networks, including relevant factors that influence teacher help seeking within schools.

Item Type:Conference or Workshop Item
Glasgow Author(s) Enlighten ID:Makara Fuller, Dr Kara
Authors: Makara Fuller, K., and Karabenick, S.
Subjects:L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
College/School:College of Social Sciences > School of Education > Pedagogy Policy and Practice
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