The Relationship between Social Capital and Innovativeness Climate in Schools: The Intermediary Role of Professional Learning Communities

Autor/inn/en	Parlar, Hanifi; Polatcan, Mahmut; Cansoy, Ramazan
Titel	The Relationship between Social Capital and Innovativeness Climate in Schools: The Intermediary Role of Professional Learning Communities
Quelle	In: International Journal of Educational Management, 34 (2020) 2, S.232-244 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-10-2018-0322
Schlagwörter	Social Capital; Communities of Practice; Public Schools; Social Networks; Instructional Innovation; Teaching Methods + Suchen Sie Ihr Suchwort? Sozialkapital; Community; Public school; Öffentliche Schule; Social network; Soziales Netzwerk; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Purpose: Professional learning communities that merge under the same goal in schools where social relationship networks are strong can contribute to creating an atmosphere which provides a basis for innovativeness. In this study the relationships between social capital, innovativeness climate and professional learning communities were examined through the views of teachers working at public schools. The paper aims to discuss this issue. Design/methodology/approach: The data of this study, which utilised correlational survey model, were collected from 734 teachers who work in the Umraniye district of Istanbul, Turkey. Findings: The findings revealed that there is a positive and statistically significant correlation between social capital, innovativeness climate and professional learning communities. The results demonstrated that teachers' perceptions of social capital in schools affected their perceptions of innovativeness climate and that professional learning communities had an intermediary role in this relationship. These findings showed that the richness in social relationship networks provided a basis for the development of innovative teaching practices in schools and the professional learning environments created in schools contributed to this process. Research limitations/implications: In this study, the intermediary role of professional learning communities on the effect of social capital on innovativeness climate was analysed via teachers' views. In the literature no study studying the relationship between social capital, innovativeness climate and professional learning communities was found. Practical implications: It can be put forward that there is a need for studies that analyse the effect of the roots of social capital on innovativeness culture to identify other variables that may potentially be relevant. In addition, this study may be a contribution to the literature by providing a study on the concepts of social capital and innovativeness climate, which were studied in the fields of social sciences extensively, in educational settings and this supports the field through theoretical and empirical studies. Originality/value: This study demonstrated the effects of the concept of social capital on innovativeness climate which provides a basis for innovativeness in educational institutions. This topic is currently on the agenda of the OECD and World Bank. Moreover, this study aims to show the intermediary role of professional learning communities in the relationship between social capital and innovativeness climate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01