Teachers’ informal workplace learning profiles: Outcomes and antecedents

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.