Relationships among teachers are known to influence their teaching-related perceptions. We study whether and how teachers' advising relationships (networks) are related to their perceptions of satisfaction, students, and influence over educational policies, recorded as their responses to a questionnaire (item responses). We propose a novel joint model of network and item responses (JNIRM) with correlated latent variables to understand these co-varying ties. This methodology allows the analyst to test and interpret the dependence between a network and item responses. Using JNIRM, we discover that teachers' advising relationships contribute to their perceptions of satisfaction and students more often than their perceptions of influence over educational policies. In addition, we observe that the complementarity principle applies in certain schools, where teachers tend to seek advice from those who are different from them. JNIRM shows superior parameter estimation and model fit over separately modeling the network and item responses with latent variable models.

翻译：已知教师间的关系会影响其教学相关认知。本研究探讨教师的指导关系（网络）是否及如何与其对满意度、学生认知及教育政策影响力的感知（记录为问卷项目反应）相关联。我们提出一种新颖的网络与项目反应联合模型（JNIRM），该模型通过相关潜变量来理解这些共变关联。该方法使分析者能够检验并解释网络与项目反应之间的依赖关系。应用JNIRM发现，教师的指导关系对其满意度与学生认知的影响，较之对教育政策影响力的感知更为显著。此外，我们观察到在某些学校中互补性原则发挥作用，教师倾向于向与自身特质相异的同事寻求建议。相较于分别使用潜变量模型对网络和项目反应进行建模，JNIRM在参数估计和模型拟合方面表现出优越性。