The hidden value of personal relationships for supporting educational change
Guest Author: Amy Cassata
Photo by: Jerry Cargill
It’s been nearly two months since our nation was first directed to work from home and exercise social distancing to decrease the spread of Covid-19. Yet, while we have put physical distance between each another, the way we relate on a personal level is transforming. Ironically, in times of physical separation, the moment is ripe for nurturing one factor that research has shown drives change – personal relationships.
A recent Canadian public opinion survey suggests that many colleagues are indeed feeling closer to one another: 52% of respondents reported improved relationships with coworkers during the Covid-19 pandemic. Increased social interaction is also happening outside the workplace. Over the past month, numerous stories have documented rekindled connections among distant friends, extended family reunions, and strengthened connections between neighbors taking place now because people have the time and crave human connection.
We know from research that trusted human relationships provide tangible value to educational change efforts, particularly when it comes to diffusing new practices and enhancing learning and improvement [1, 2, 3]. For teachers, in particular, trusted relationships with colleagues can:
facilitate the development shared goals and understandings;
promote a sense of safety with experimentation without judgment;
provide opportunities for learning through exchange of information and expertise;
increase the likelihood that innovations will be spread beyond single classrooms; and
motivate individual action, even when it’s difficult.
The development and maintenance of close personal relationships is one of three basic psychological needs. Research has shown that environments that foster belongingness and connection with others can support individual engagement in and perceived value of activities, and in turn, promote sustained motivation in them [4]. Social encouragement makes trying new things psychologically safe, desirable to attempt, and achievable - especially if everyone is explicitly learning together and reaching for a common goal [5, 6].
When it comes to change efforts, relationship factors are just as important as individual teacher characteristics and more technical aspects of reform. As educators are being asked to radically change how they plan, teach, assess, and work together in response to the Covid-19 pandemic, strong social supports are important now more than ever. However, with all their positive benefits, these collaborative behaviors aren’t typically measured or monitored, let alone rewarded, in educational settings [7].
Many working in education research may wonder where we might focus our energies as the nature of our work shifts. How can we best meet the needs of educators as they take extraordinary steps to ensure students receive continuity in academic and socio-emotional support? Our field may adjust in part by connecting on a personal level with our education partners and collaborators and encouraging our partners to do the same. As time goes on, we might explore ways to work together to systematically study relationship changes so that we can better understand and capture their effects on teaching, learning, and instructional change.
Trusted relationships among colleagues don’t happen overnight – they require time, intentional effort, and ongoing interactions [8]. With “normal life” months away, the conditions are optimal to cultivate such interactions. While the future is uncertain, this historic period of social distancing will eventually be part of the past. When that time comes, and we inevitably slip back into our busy routines, we should not let ourselves forget the value of human connection to furthering our goal of educational improvement. Maybe, if we’re lucky, we will even see some unintended positive consequences from this very unusual social experiment.
In what ways have your professional and personal relationships changed during the Covid-19 pandemic? Share your story with us at [email protected].
Citations:
[1] Spillane, J.P. & Thompson, C.L. (1997). Reconstructing conceptions of local capacity: The local education agency’s capacity for ambitious instructional reform. Educational Evaluation and Policy Analysis, 19(2), 185-203. [2] Seashore Louis, K. & Lee, M. (2016). Teachers’ capacity for organizational learning: the effects of school culture and context. School effectiveness and school improvement, 27(4), 534-556. [3] Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press. [4] Ryan, R.M. & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. [5] Hargreaves, A. & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York: Teachers College Press. [6] Bandura, A. (1986). Social foundation of thought and action. Englewood Cliffs, NJ: Prentice- Hall. [7] Quintero, E. (2016). The hidden power of our social worlds. In Daly et al. (Eds.), The social side of education reform (pp. iv-v). Albert Shanker Institute. [8] Leana, C.R. & Pil, F.K. (2016). A new focus on social capital in school reform efforts. In Daly et al. (Eds.), The social side of education reform (pp. 4-6). Albert Shanker Institute.
