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

TitleFactors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital
Authors
Huang, XWANG, C
KeywordsInformal workplace learning
School climate
Psychological capital
Teacher
China
Issue Date2021
PublisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate
Citation
Teaching and Teacher Education, 2021, v. 103, article no. 103363 How to Cite?
DOI: http://dx.doi.org/10.1016/j.tate.2021.103363
AbstractAlthough 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.
Persistent Identifierhttp://hdl.handle.net/10722/307937
ISSN
0742-051X
2023 Impact Factor: 4.0
2023 SCImago Journal Rankings: 1.663
ISI Accession Number ID
WOS:000651630300014

 

DC FieldValueLanguage
dc.contributor.authorHuang, X-
dc.contributor.authorWANG, C-
dc.date.accessioned2021-11-12T13:40:06Z-
dc.date.available2021-11-12T13:40:06Z-
dc.date.issued2021-
dc.identifier.citationTeaching and Teacher Education, 2021, v. 103, article no. 103363-
dc.identifier.issn0742-051X-
dc.identifier.urihttp://hdl.handle.net/10722/307937-
dc.description.abstractAlthough 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.-
dc.languageeng-
dc.publisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate-
dc.relation.ispartofTeaching and Teacher Education-
dc.subjectInformal workplace learning-
dc.subjectSchool climate-
dc.subjectPsychological capital-
dc.subjectTeacher-
dc.subjectChina-
dc.titleFactors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital-
dc.typeArticle-
dc.identifier.emailHuang, X: yxhhuang@hku.hk-
dc.identifier.authorityHuang, X=rp02213-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.tate.2021.103363-
dc.identifier.hkuros329366-
dc.identifier.volume103-
dc.identifier.spagearticle no. 103363-
dc.identifier.epagearticle no. 103363-
dc.identifier.isiWOS:000651630300014-
dc.publisher.placeUnited Kingdom-

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