Social Capital and Organizational Performance: Evidence from Urban Public Schools
Abstract
In this paper we examine social capital and its relationship with performance at the organizational level. We predict that both internal and external social capital will have a positive effect on organizational performance. We test our hypotheses in 88 urban public schools where we collected data from principals, teachers, parents, and students. Results indicate that both internal social capital (relations among teachers) and external social capital (relations between the principal and external stakeholders) predict student achievement in mathematics and reading. These effects were sustained over time for reading achievement, providing support for a causal relationship between social capital and performance. We provide evidence that social capital’s impact on student achievement in math—but not reading—is mediated by the quality of instruction provided by teachers. These results underscore the importance of context in studies of social capital.
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Both internal social capital (relations among teachers) and external social capital (relations between the principal and outside stakeholders) predict school performance.
“Leana and Pil (2006) demonstrated that both internal social capital (relations among teachers) and external social capital (relations between the principal and outside stakeholders) predict school performance”
From From Social Capital to Organizational Capacity: Activating Relational Resources for School Innovation (2026) · cites this paper as Leana and Pil (2006)
The study's central contribution is to insert a missing step into the conventional account of social capital and schools: the evidence supports a longer causal chain-social capital → activation mechanism → organizational capacity → improvement-rather than a direct link from social capital to improvement.
“Where the standard claim runs directly from social capital to improvement (Leana & Pil, 2006; Pil & Leana, 2009), the evidence here supports a longer causal chain: social capital → activation mechanism → organizational capacity → improvement.”
From From Social Capital to Organizational Capacity: Activating Relational Resources for School Innovation (2026) · cites this paper as Leana & Pil, 2006
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From Heroes to Organizers: Principals and Education Organizing in Urban School Reform
Ishimaru, A. (2013) · Educational Administration Quarterly · doi:10.1177/0013161x12448250 · Cited by 184 · see citing works
Zamzam, A. F., Riyanto, Y., & Sholeh, M. (2026) · Formosa Journal of Science and Technology · doi:10.55927/fjst.v5i7.120
- Authors
- Leana, C. R., & Pil, F. K.
- Affiliations
- University of Pittsburgh (US)
- Venue
- Organization Science
- Published
- 2006-06
- Volume
- 17
- Issue
- 3
- Pages
- 353-366
- ISSN
- 1047-7039 (ISSN-L)
- 1526-5455
- OpenAlex
- W2155711245
- Cited by
- 680
- References
- 12
- Citations by year
- 2026: 16 · 2025: 22 · 2024: 31 · 2023: 35 · 2022: 41 · 2021: 53 · 2020: 45 · 2019: 56 · 2018: 56 · 2017: 35 · 2016: 41 · 2015: 50 · 2014: 32 · 2013: 40 · 2012: 31
- FWCI
- 45.27
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Organization Science (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Social Capital and Networks
- Social Sciences › Education › Educational Leadership and Practices
- Social Sciences › Education › Parental Involvement in Education
- Keywords
- social capital, organizational performance, urban public schools, internal social capital, external social capital, academic performance, mathematics achievement, reading achievement, teacher quality, teacher relationships, mediation
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