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The Role of Social Capital for Teacher Professional Learning and Student Achievement: A Systematic Literature Review

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  • Demir, Ema K.

    (University of Cambridge)

Abstract

This systematic review synthesises research on social capital in relation to teachers and teacher professional learning between the years 2004-2019. The study was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement and the Weight of Evidence framework for quality and relevance appraisal. After applying eligibility criteria, 66 empirical items were included in the final review. The review finds that social capital among teachers has been associated with five categories of outcomes: 1) teacher professional development, 2) the implementation of change, 3) the introduction of new and beginning teachers, 4) teacher retention and job satisfaction, and 5) improved student achievement. These have, in turn, been associated with the implicit outcome of promoting educational equity. A synthesis of enablers and barriers to building social capital among teachers identifies the pervasive role of organisational structures for moderating the relationship between social capital and these outcomes. Findings indicate that different organisational structures may foster different social capital dimensions, such as bonding, bridging, and linking. More research is needed on the relationship between these dimensions and schools' organisational structure to promote the desired outcomes of teacher social capital identified in this review.

Suggested Citation

  • Demir, Ema K., 2022. "The Role of Social Capital for Teacher Professional Learning and Student Achievement: A Systematic Literature Review," Working Papers 21/4, Stockholm School of Economics, Center for Educational Leadership and Excellence.
    • Handle: RePEc:hhb:hastel:2021_004
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    References listed on IDEAS

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    1. Anderson, Joan B., 2008. "Social capital and student learning: Empirical results from Latin American primary schools," Economics of Education Review, Elsevier, vol. 27(4), pages 439-449, August.
    2. Carrie R. Leana & Frits K. Pil, 2006. "Social Capital and Organizational Performance: Evidence from Urban Public Schools," Organization Science, INFORMS, vol. 17(3), pages 353-366, June.
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