Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital

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Abstract

Although teacher informal workplace learning (IWL) has been widely confirmed as a key driver of teachers’ professional development, the mechanism of IWL remains underexplored. This study examined how school climate and psychological capital influenced five types of teacher IWL activities. The sample included 1296 teachers from Shanxi Province, China. Of the five dimensions of school climate examined, collaboration and instructional innovation had the most powerful effects. Decision making was positively related to learning through stakeholder interaction, but negatively related to learning through colleague interaction and reflection. Psychological capital was a key mediator of the effects that school climate had on IWL. Copyright © 2021 Elsevier Ltd. All rights reserved.

Original languageEnglish
Article number103363
JournalTeaching and Teacher Education
Volume103
Early online dateApr 2021
DOIs
Publication statusPublished - Jul 2021

Citation

Huang, X., & Wang, C. (2021). Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital. Teaching and Teacher Education, 103, Article 103363. https://doi.org/10.1016/j.tate.2021.103363

Keywords

  • Informal workplace learning
  • School climate
  • Psychological capital
  • Teacher
  • China

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