Understanding informal learning in virtual professional communities of teachers: the role of knowledge sharing self-efficacy

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ABSTRACT Although the existing research demonstrates the growing understanding of the importance of both formal and informal professional learning of teachers, informal learning remains less explored. This article responds to the dearth of existing literature by presenting one part of a larger study that captured the self-reported experiences of 440 teachers from 29 schools in Kazakhstan. The study provides empirical evidence for social media to become an integral part of teachers’ professional practice, suggesting virtual professional communities to be a helpful setting for teachers’ informal learning. The study suggests an empirically validated relationship between the following four factors of teachers’ informal learning in virtual professional communities: the need for professional connectedness, knowledge sharing self-efficacy, knowledge sharing and knowledge receiving. Highlighting the role of knowledge-sharing self-efficacy, the results of structural equation modelling suggest that this factor should be considered for promoting teachers’ informal learning in virtual professional communities.