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

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cam.depositDate2022-01-28
cam.issuedOnline2021-03-29
cam.orpheus.success2022-02-01 - Embargo set during processing via Fast-track
dc.contributor.authorDemir, Ema Kristina
dc.contributor.orcidDemir, Ema Kristina [0000-0003-4927-622X]
dc.date.accessioned2022-02-02T00:30:43Z
dc.date.available2022-02-02T00:30:43Z
dc.date.issued2021-06-22
dc.date.updated2022-01-28T12:15:59Z
dc.description.abstractThis systematic review synthesises research on social capital in relation to teachers and teacher professional learning between the years 2004-2019. The review 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 the building of 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 dimensions of social capital, such as bonding, bridging and linking. More research is needed on the relationship between these dimensions and the organisational structure of schools, to promote the desired outcomes of teacher social capital identified in this review.
dc.description.sponsorshipCenter for Educational Leadership and Excellence, Stockholm School of Economics.
dc.identifier.doi10.17863/CAM.80948
dc.identifier.issn1747-938X
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/333528
dc.language.isoeng
dc.publisherElsevier
dc.publisher.departmentFaculty of Education Student
dc.rightsAll Rights Reserved
dc.rights.urihttp://www.rioxx.net/licenses/all-rights-reserved
dc.subjectsocial capital
dc.subjectteacher professional learning
dc.subjectstudent achievement
dc.subjectorganisational structures
dc.subjecteducational equity
dc.titleThe Role of Social Capital for Teacher Professional Learning and Student Achievement: A Systematic Literature Review
dc.typeArticle
dcterms.dateAccepted2021-03-19
prism.publicationDate2021
prism.publicationNameEducational Research Review
pubs.licence-display-nameApollo Repository Deposit Licence Agreement
pubs.licence-identifierapollo-deposit-licence-2-1
rioxxterms.typeJournal Article/Review
rioxxterms.versionAM
rioxxterms.versionofrecord10.1016/j.edurev.2021.100391

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