Second, we find an interesting difference between asking for advice on one hand and personal guidance and spending breaks on the other. Apparently, the network in which work related advice is transferred is dissimilar to the network that pertains to the exchange of personal matters and spending breaks. As such, this dimension may reflect a scale of mutual in(ter)dependence as discussed by Little (1990). On one end of the dimension, typifying mutual independence, we find the networks of spending breaks and the discussion of personal matters that hardly detract from the inherited traditions of teacher autonomy, noninterference, and equal status. On the other end, there are the networks of asking work related advice and collaboration, that typify more mutual interdependence. These networks signify social relationships that require teacher-to-teacher initiative, shared responsibility of work, and uniformity of action. This finding also holds in three-dimensional space, pointing to an underlying dimension of mutual in(ter)dependence that may differentiate between social relationships among educators in elementary education and define the extent to which collegial relationships permeate daily educational practice.In sum, results provide support for the distinction between instrumental and expressive networks and reveal a second dimension of mutual in(ter)dependence that may be used to typify social networks in elementary school teams. The instrumental networks of work related discussion, collaboration, and advice are interrelated but each tap into a unique part of instrumental relationships. Similarly, personal guidance, contact outside work and friendship networks are interrelated, but still seem to represent distinctive elements of expressive relationships.