Abstract Teacher interactions around instructional practices have been a topic of study for a long time. Previous studies concerning such interactions have focused on questions pertaining to cross-sectional networks. In fact, very few studies have considered longitudinal networks and still fewer have employed longitudinal network models to study changes in such interactions. We analyse teachers’ advice-seeking networks, observed annually between 2010 and 2013, in schools within a district where several initiatives were implemented starting in 2011. We assess whether formal structures, teaching assignment and leadership position, and teacher characteristics, gender and experience, are associated with advice-seeking ties, and the extent to which these associations change over time. To analyse the advice-seeking networks, we implement a Bayesian longitudinal latent space network model with covariates and random sender-receiver effects. Within the Bayesian framework, we address practical aspects of a principled network analysis such as missing ties and yearly immigration and emigration of teachers. Goodness of model fit assessment is conducted using posterior predictive checks. Our results demonstrate that while some of the associations between observed covariates and teachers’ interactions varied in 2011, most were otherwise stable. In 2011, we found decreases in the associations with same grade assignment, leadership position, and teaching in the same school.