This study aims to overcome the limitations of one-mode social network analysis by incorporating advanced two-mode network feature analysis and using clearer visualization tools for two-mode network analysis. The research applies network analysis in the relatively uncommon field of policy, particularly in educational policy governance, and explores research questions related to indigenous education by analyzing the trends of indigenous teachers participating in professional development activities. The methodology included a questionnaire survey using the network scale and co-production behavior scale. Data was collected from 85 indigenous teachers across three rural counties. The conclusion shows that local cultural elders have a significant impact on the professional development of indigenous teachers, and teachers with different levels of co-production have different preferences for professional development behaviors.

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