Hsiao, Jo-Chi

Institute of Teaching English to Speakers of Other Languages, National Yang Ming Chiao Tung University, Taiwan

Abstract: This study demonstrates a novel application of Social Network Analysis (SNA) in combination with Job Embeddedness Theory and Self-Determination Theory to analyze interview data within the social context of a professional learning community (PLC) for EFL teachers in Taiwan. The purpose is to investigate teachers’ professional development within this informal PLC by examining interpersonal relationships and knowledge-sharing patterns. A mixed-methods approach was employed, with interview data collected from 21 participants, who were divided into different groups based on teaching experience and participation roles measured by concentric circles. Results show significant patterns: Experienced teachers focused on energy refuelling and collective vitality; Creators appeared to retain less active members; Joiners were stations for information transmission; Spectators were more concerned about energy depletion. The findings suggest that professional development for EFL teachers should be differentiated to support teachers across career stages and participation roles. Policies should recognize the value of informal professional learning in supporting EFL teachers’ ongoing professional development. Community leaders should beware the co-existence of diverse professional concerns that emerge among EFL teachers and acknowledge the value of peripheral participation as a legitimate form of engagement.

Key words: professional learning community,  social network analysis, teacher professional development

Note: This is a pre-proof version and is subject to change during the editing process.