The Rise of Neurotics: Social Networks, Leadership, and Efficacy in District Reform
Abstract
Purpose: Increasing evidence suggests the importance of relationships between district and site leaders. However, there is limited empirical evidence regarding the social infrastructure between and among leaders especially as related to the exchange of advice related to reform. Moreover, we have limited understanding regarding the mechanisms that are associated with how certain leaders occupy influential social positions. Method: Using social network data from district and site leaders, we conducted social network analysis and regression models to examine the relationship between a leader’s network position measured by incoming, outgoing, and close ties; personality traits; and leader self-efficacy controlling for demographics. Findings: Findings indicate that leaders with more incoming advice relationships from other leaders were associated with more years of experience in the district, being self-identified as “neurotic,” reporting higher efficacy in leading reform, and less efficacy in management. Leaders with more outgoing advice ties also self-identified as “neurotic” and reported lower efficacy in management. Leaders who were readily sought in terms of advice were explained by the number of years in the district and the self-reported personality traits of “neurotic,” “extraverted,” and “conscientious.” Leaders who were able to more efficiently connect to other leaders for advice were explained by being “neurotic,” “extraverted,” and “conscientious” as well as reporting low efficacy for management. Implications: Results suggest the importance of considering both personality traits as well as perceptions of efficacy in terms of understanding how leaders come to occupy influential social position in an advice network related to reform.
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Biographies
Alan J. Daly is an associate professor and Vice Chair of the Department of Education Studies at the University of California, San Diego. His research and teaching focus on leadership, educational policy, district reform, and social network theory. Recent studies have focused on research evidence and the supports and constraints of social networks at multiple levels of the educational system ranging from the elementary schools to higher education. In addition, he has published an edited volume on social networks titled Social Network Theory and Educational Change with Harvard Press.
Yi-Hwa Liou is a postdoctoral researcher at the University of California, San Diego. Her research focuses on the ways in which practitioners access, receive, exchange, and advance contextually situated practices in enacting reform efforts from the lens of social/human/intellectual capital theory and the use of social network theory and analysis. Liou aims to bring the research methods and practices of social network analysis to the world of leadership development, school reform, and policy reflection to understand several complex areas of organization-level research such as leadership for organizational development, teacher leadership, professional learning community, data-driven decision making, and professional development.
Natalie A. Tran is an assistant professor at California State University, Fullerton. Her research focuses on evaluating the effectiveness of curriculum and services related to science, technology, engineering, and mathematics (STEM) education and examining factors that affect students’ learning experiences both in the classroom and out-of-school settings. Her other research interests include integrating the practice of mindfulness in K-12 classrooms and exploring issues related to diversity in higher education. These areas align with her methodological research interests that include hierarchical linear modeling, experimental design, quasi-experimental design, and survey studies.
Frank Cornelissen is a postdoctoral research fellow at the University of California, San Diego, and the University of Cambridge. He worked in the field of education as a teacher, consultant, lecturer, and senior policy advisor. After completing his dissertation at the Eindhoven University of Technology (the Netherlands) about the developing, sharing, and using of research-based knowledge in school-university research networks he received a Marie Curie Fellowship grant from the European Union to continue his study on this topic in the United States and United Kingdom. His research work and interests include social network analysis, collaborative knowledge processes, educational reform, teacher research, and teacher professionalism.
Vicki Park is an assistant professor in the Department of Educational Leadership at San Jose State University’s Connie L. Lurie College of Education. She is also the Co-Director of Research for the Pathways to Postsecondary Education Success: Maximizing Opportunities for Youth in Poverty project. Her research focuses on urban school reform and leadership, policy implementation, and the ways in which class, race, and gender shape educational opportunities for diverse students.
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Article first published online: July 9, 2013
Issue published: April 2014
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This article was published in Educational Administration Quarterly.
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