It is our pleasure to introduce this blog, ‘The Importance of Collaborative Networks in Educational Leadership: When Lone Wolves Turn into Networking Buddies‘, by Köksal Banoğlu.
The editorial team really enjoyed reading and commenting on Köksal’s blog. It both reminds us of and adds a significant dimension to a classical contention in leadership theory. Do we understand the leader as a heroic individual accomplishment, or as a networked ecological process. Köksal adopts a convincing stance and in doing so introduces us to valuable research undertaking in Türkiye, looking at the multiple resources leaders draw upon and without which they would be unable to lead.
One question remains tantalisingly unexplored here and we’d value readers ongoing engagement with the ideas introduced. Given Türkiye’s geopolitical location as belonging to the East while facing the West: is it time to decolonise our concept of leadership?
If you have any comments or thoughts about this blog and the points it raises, then do share on social media using the hashtag #BELMASblog or contact the BELMAS Blog editorial team by emailing: info@belmas.org.uk.
A long line of research indicates that principals who actively engage in collaborative networks are better equipped to tackle instructional challenges and administrative hurdles (Azorin & Muijs, 2017; Daly & Finnigan, 2011; Daly et al., 2017; Feys & Devos, 2014; Hite et al., 2005; Liou, 2016; Møller et al., 2005; Moolenaar & Sleegers, 2015). Despite this substantial body of literature, which is though primarily situated within Western academia, school principals in practice—particularly in the Middle East—are still often cast as “lone wolves,” navigating a complex landscape of challenges and expectations (Dor-Haim & Oplatka, 2021). Whether shaped by external influences such as politics and media or by their own identities, the reality remains that they continue to confront numerous issues in isolation within the Global South (Da’as et al., 2023). This perception fosters an implicit expectation that principals should embody maturity, unique talent, and the ability to manage countless instructional and administrative tasks alone, or at best, through formal channels.
However, recent research reveals a crucial insight that effective leadership is not a solitary endeavor; instead, it thrives on what Moolenaar et al. (2014) describe as “network intentionality.” What if these lone wolves could also thrive by cultivating professional relationships through friendship ties, informal advice networks, and the sharing of diverse insights among peers? This perspective challenges the myth of solitary wisdom surrounding school principals and underscores the importance of hybrid expertise and networked professional relationships in their roles. It is time to embrace this networked reality, recognizing that social and professional ties can be deeply interwoven.
Understanding Collaborative Networks
Substantial evidence suggests that district-wide connections among principals can create vital communication channels, enabling them to manage their instructional and administrative responsibilities (Masell et al., 2015; Roegman, 2018). These networks allow school leaders to stay informed about best practices and advocate for resources that foster sustainable improvement (Spillane & Diamond, 2007). Collaborative networks among principals can take various forms, from administrative advice networks focusing on organizational management to instructional advice networks centered on teaching practices (Harris et al., 2023). These networks are not just beneficial; they are essential for fostering effective leadership. However, a gap remains in understanding the myriad factors that influence how principals connect and interact within these networks.
While much of the existing literature on this topic has recently burgeoned and is heavily influenced by Global North and Western contexts, a pertinent question arises: How do principals in Türkiye, situated at the crossroads of East and West, navigate this intricate landscape? How could they transform their contextual embeddedness into a vibrant network of support and shared knowledge? Recent studies illuminate the critical role of collaborative networks in this process, demonstrating how these connections empower Turkish principals to seek advice, exchange instructional and administrative advice, and ultimately facilitate knowledge sharing through multiple professional networks.
Research Insights from Türkiye
A recent study by Banoglu et al. (2025) explored the intricacies of principal networks in Türkiye, revealing how demographic factors, cognitive and social proximities, and other structural elements influence how school leaders seek advice from one another. The findings highlighted that older principals and those with seniority in their districts often gravitate toward peers with similar experiences, emphasizing the importance of shared backgrounds in fostering collaboration. Additionally, the study found that Turkish principals who are member of the same union may leverage their political ties to enhance their professional networks, further facilitating collaboration and support among peers. The role of friendship ties within these collaborative networks is particularly noteworthy; principals who cultivate genuine friendships with their peers are better positioned to navigate the complexities of their roles. These relationships foster trust, open communication, and mutual support, transforming feelings of isolation into a vibrant network of shared knowledge and encouragement. In a context where the educational landscape can often feel isolating, these friendships become vital lifelines.
Despite the potential benefits, the study also argues that many Turkish principals face significant barriers due to the centralized nature of the educational system. Limited formal training opportunities often compel them to rely on informal networks for professional growth, which can lead to a reactive approach to leadership development. Therefore, it is crucial to provide a platform for exchanging best practices and creating a sense of belonging that alleviates the burdens of leadership. As principals engage in these networks, they are more likely to seek out diverse perspectives, enabling them to address challenges with broader insights and innovative solutions.
What is the Moral of This Study for Your National Context?
To leverage the benefits of these collaborative networks, educational policymakers must recognize the value of fostering peer interactions among principals. Initiatives such as mentorship programs and professional development workshops can help bridge the gap between formal and informal networks. As we continue to explore the complexities of these relationships, it is imperative for policymakers to create an environment that encourages collaboration and knowledge sharing. In doing so, they can empower principals not only to navigate their challenges but also to inspire their communities toward educational excellence.
What are your experiences with collaborative networks in educational leadership? Please share your thoughts!
References
Azorín, C. M., & Muijs, D. (2017). Networks and collaboration in Spanish education policy. Educational Research, 59(3), 273–296. https://doi.org/10.1080/00131881.2017.1341817
Banoğlu, K., Karataş, İ. H., & Gümüş, S. (2025). School principals’ networking preferences for instructional and administrative advice-seeking relations: Insights from inferential social network analysis. Educational Management Administration & Leadership. Advance online publication. https://doi.org/10.1177/17411432241303673
Da’as, R., Qadach, M., & Schechter, C. (2023). Crisis leadership: Principals’ metaphors during COVID-19. Educational Management Administration & Leadership. Advance online publication. https://doi.org/10.1177/17411432231170580
Daly, A. J., & Finnigan, K. S. (2011). The ebb and flow of social network ties between district leaders under high-stakes accountability. American Educational Research Journal, 48(1), 39–79. http://www.jstor.org/stable/27975281
Daly, A. J., Moolenaar, N. M., Carrier, N., & del Fresno, M. (2017). The school district as a complex adaptive system. Exploring a complexity theory perspective on policy. Journal of Research on Organization in Education, 1, 31-59.
Dor-Haim, P., & Oplatka, I. (2019). Feelings of loneliness among school principals: Experiences, causes and copying strategies. Leadership and Policy in Schools, 20(2), 261–276. https://doi.org/10.1080/15700763.2019.1668423
Feys, E., & Devos, G. (2014). What comes out of incentivized collaboration: A qualitative analysis of eight Flemish school networks. Educational Management Administration & Leadership 43(5), 738-754. https://doi.org/10.1177/1741143214535738
Harris, A., Azorín, C., & Jones, M. (2023). Network leadership: a new educational imperative? International Journal of Leadership in Education, 26(5), 919–935. https://doi.org/10.1080/13603124.2021.1919320
Hite, J. M., Williams, E. J., & Baugh, S. C. (2005). Multiple networks of public school administrators: An analysis of network content and structure. International Journal of Leadership in Education, 8(2), 91-122. https://doi.org/10.1080/1360312042000329086
Liou, Y.-H. (2016). Tied to the common core: Exploring the characteristics of reform advice relationships of educational leaders. Educational Administration Quarterly, 52(5), 793-840. https://doi.org/10.1177/0013161X16664116
Massell, D., Goertz, M. E., & Barnes, C. A. (2015). Engaging practitioners in state school improvement initiatives. Peabody Journal of Education, 90(1), 113–127. http://www.jstor.org/stable/43909816
Møller, J., Eggen, A., Fuglestad, O. L., Langfeldt, G., Presthus, A., Skrøvset, S., Stjernstrøm, E., & Vedøy, G. (2005). Successful school leadership: The Norwegian case. Journal of Educational Administration 43(6), 584-594. https://doi.org/10.1108/09578230510625683
Moolenaar, N. M. & Sleegers, P. J. C. (2015). The networked principal: Examining principals’ social relationships and transformational leadership in school and district networks. Journal of Educational Administration, 53(1), 8-39. https://doi.org/10.1108/JEA-02-2014-0031
Moolenaar, N. M., Daly, A. J., Cornelissen, F., Liou, Y.-H., Caillier, S., Riordan, R., Wilson, K., & Cohen, N. A. (2014). Linked to innovation: Shaping an innovative climate through network intentionality and educators’ social network position. Journal of Educational Change, 15(2), 99-123. https://doi.org/10.1007/s10833-014-9230-4
Roegman, R., Lee, S., Hatch, T., Stumberger, N., & Hill, K. (2018). Responding to state mandates around instruction: The development of administrator social networks in an urban district. Journal of School Leadership, 28(5), 672-705. https://doi.org/10.1177/105268461802800505
Spillane, J. P., & Diamond, J. B. (2007). Distributed leadership in practice. Teachers College Press.
