رضوان حسینقلی زاده

This study examined the structure of professional interaction networks among primary school teachers and their relationship to professional learning. Using social network analysis, we investigated 69 second-cycle primary school teachers in District 3 of Mashhad through a census approach. Data were collected using two instruments: the Teacher Interaction Network Analysis Questionnaire and the Teacher Professional Learning Questionnaire (Liu et al., 2016), and analyzed using ERGM and PLS approaches. Key findings revealed that teachers' network size significantly influences their positional capital within the network, which in turn directly affects their professional learning. While intra-school professional consultations showed a significant positive relationship with professional learning, inter-school consultations at the district level demonstrated no significant effect. ERGM analysis identified several critical factors shaping network ties: school homophily emerged as the strongest predictor, followed by out-degree based on educational qualifications, in-degree based on school role (teaching vs. administrative), and out-degree based on teaching experience. Notably, teachers with higher qualifications (Master's and PhD) and less experience were more active in seeking peer consultations, with administrative staff (principals and deputies) receiving the majority of these professional inquiries. These findings highlighted the localized nature of professional learning networks and suggest opportunities for strengthening inter-school collaboration to enhance teacher development.