Collaborative conditions for teacher professional growth: the role of network intentionality and leading curriculum learning efficacy

Yi-Hwa Liou, a Professor in the Department of Educational Management at the National Taipei University of Education. Her research primarily centered around leadership and development, organizational change and learning, educational reform, and professional and networked learning communities, with a methodological emphasis on social network analysis and mixed methodologies. Actively engage in collaboration with international scholars, she contributes to various (inter)national research projects and publications focused on the evolution of intra- and inter-organizational networks and systemic change within educational frameworks. She is committed to fostering reciprocal research-practice partnerships, particularly informed by network science, to support organizations in strategic planning and development.

Claire Sinnema is an Associate Professor at The University of Auckland. Her research focuses on educational improvement across five main strands— curriculum, networks, educational leadership, practitioner inquiry and standards. She uses a diverse array of methodological approaches to investigate how teachers, school and system leaders can improve practice in ways that impact positively on learners’ experience of and success in curriculum. Her work also concerns the role of education policies, including curriculum policies at global, national and more local levels of educational systems, and what it takes for such policies to be well-designed and for their aspirations to be realized.

Dr Joelle Rodway is Associate Professor, Education and Leadership, in the Mitch and Leslie Frazer Faculty of Education at Ontario Tech University. Her research focuses on the role of social capital as an organizational resource, focusing specifically on the ways in which networks of social relations enable and constrain organizational activities (e.g. professional learning, knowledge exchange) that support educational change initiatives.

Ling-Hui Su is a Post-Doctoral Researcher in the Department of Educational Management at the National Taipei University of Education. Her research focuses primarily on school leadership, evidence-informed school improvement, teachers’ emotional labor, student learning, and the social and psychological well-being of students and educators across K-12 settings. Methodologically, she specializes in mixed methods design, meta-analysis, structural equation modeling, and the Delphi method. Her dissertation used the Delphi technique to identify expert consensus for informing school improvement decisions.

Alan J. Daly, Ph.D., Professor and Director of the Joint Educational Leadership doctoral program at the University of California, San Diego. His research and teaching are influenced by his 16 years of public school experience in a variety of instructional and leadership roles. Professor Daly’s research primarily focuses on the role of leadership, social networks, educational policy and knowledge mobilization. He draws on his methodological expertise in social network analysis in his work and has a book on the topic published by Harvard Press entitled, Social Network Theory and Educational Change and several other books on leadership and systems.

Rachel Cann is a Senior Analyst at the Ministry of Education in the Educational Workforce Supply and Leadership team. Prior to this she was a secondary school teacher and middle leader, before moving to full time study to pursue her interest in researching school leadership and educator wellbeing. She recently submitted her PhD thesis “A Socio-Ecological Approach to Improve Educator Wellbeing”, grounded in positive psychology and social network theory, that explored the development of a programme to improve educator wellbeing and studied its impact.