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Understanding those factors associated with the existence of a tie among school staff is important such ties are a necessary condition for social capital. Yet, there is a dearth of research those factors associated with the existence of these ties. In this paper, we use covariate and a p2 model to examine the role of both formal organizational structures and characteristics in shaping advice and information interactions about instruction within between schools. Our findings suggest that, while individual characteristics are significantly with having a within school tie, aspects of the formal school organization—gradelevel, having a formally designated leadership position, and teaching a single—are also significant and have larger estimated effects than individual characteristics. With to between school ties, we similarly found that the formal organization superseded characteristics, and that having a subject-specific formal leadership position, more anything, predicted instructional advice and information ties. In addition, our analysis of data supports and extends these findings by showing that school staff associate formal with instructional expertise in subject-specific domains and that formal positions work tandem with other aspects of the organizational infrastructure such as organizational routines influence school staff members’ interactions about instruction.
Spillane et al. (Tue,) studied this question.