Teachers’ informal workplace learning profiles: Outcomes and antecedents

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Abstract

Informal workplace learning (IWL) significantly shapes teachers’ beliefs and performance. However, empirical investigations of teachers’ IWL, especially derived from a person-centered approach, remain scarce. We conducted two studies to extend teachers’ IWL research by examining whether discernable profiles can be identified and whether these profiles differ in relation to teachers’ in-role and extra-role outcomes and antecedents. Latent profile analysis of 7,792 primary school teachers from China yielded four IWL profiles: Low IWL, Moderate IWL, High IWL, and Colleague-interaction-oriented IWL. The varying relationships of each profile with outcomes and antecedents were also comprehensively examined, generating valuable implications for teacher learning improvement. Copyright © 2023 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number104407
JournalTeaching and Teacher Education
Volume137
DOIs
Publication statusPublished - Jan 2024

Citation

Wang, C., Huang, X., Lee, J. C.-K. & Xu, P. (2024). Teachers’ informal workplace learning profiles: Outcomes and antecedents. Teaching and Teacher Education, 137, Article 104407. https://doi.org/10.1016/j.tate.2023.104407

Keywords

  • Informal workplace learning
  • Self-efficacy
  • Teacher extra-role outcomes
  • School climate
  • Teacher enthusiasm
  • Latent profile analysis

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