This systematic review synthesises research on social capital in relation to teachers and teacher professional learning between the years 2004–2019. The study was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement and the Weight of Evidence framework for quality and relevance appraisal. After applying eligibility criteria, 66 empirical items were included in the final review. The review finds that social capital among teachers has been associated with five categories of outcomes: 1) teacher professional development, 2) the implementation of change, 3) the introduction of new and beginning teachers, 4) teacher retention and job satisfaction, and 5) improved student achievement. These have, in turn, been associated with the implicit outcome of promoting educational equity. A synthesis of enablers and barriers to building social capital among teachers identifies the pervasive role of organisational structures for moderating the relationship between social capital and these outcomes. Findings indicate that different organisational structures may foster different social capital dimensions, such as bonding, bridging, and linking. More research is needed on the relationship between these dimensions and schools' organisational structure to promote the desired outcomes of teacher social capital identified in this review.

这份系统的综述综合了2004-2019年间与教师和教师专业学习有关的社会资本研究。该研究以系统评价和荟萃分析的首选报告项目以及质量和相关性评估的证据权重框架为指导。在应用资格标准后，最终审查中包括了66个经验项。审查发现，教师的社会资本与以下五类结果相关：1）教师专业发展，2）实施变革，3）引入新任和新任教师，4）教师的保留和工作满意度，以及5 ）提高了学生的成绩。这些反过来又与促进教育公平的隐性结果相关。教师中建立社会资本的推动因素和障碍的综合说明了组织结构在调节社会资本与这些成果之间关系方面的普遍作用。研究结果表明，不同的组织结构可能会促进不同的社会资本维度，例如联系，桥接和联系。需要对这些方面与学校组织结构之间的关系进行更多研究，以促进本评价中确定的教师社会资本的预期成果。例如绑定，桥接和链接。需要对这些方面与学校组织结构之间的关系进行更多研究，以促进本评价中确定的教师社会资本的预期成果。例如绑定，桥接和链接。需要对这些方面与学校组织结构之间的关系进行更多研究，以促进本评价中确定的教师社会资本的预期成果。