Observational analysis highlights school improvement through inter‐organisational relationships in Chilean schools, indicating variability in centrality.
Key Points
Schools demonstrate variability in inter‐organisational relationships, enhancing educational opportunities.
Centrality plays a vital role in the ability of schools to engage in inter‐organisational networks.
Analysis of social network data reveals different school types based on their connectivity and relationships observed.
Findings suggest that understanding these relationships is crucial for advancing school improvement initiatives.