Factors Promoting Informal and Formal Learning Strategies among School Leaders

Autor/inn/en	Rodriguez-Gomez, David; Ion, Georgeta; Mercader, Cristina; López-Crespo, Saida
Titel	Factors Promoting Informal and Formal Learning Strategies among School Leaders
Quelle	In: Studies in Continuing Education, 42 (2020) 2, S.240-255 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodriguez-Gomez, David) ORCID (Ion, Georgeta) ORCID (Mercader, Cristina) ORCID (López-Crespo, Saida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2019.1600492
Schlagwörter	School Administration; Principals; Informal Education; Professional Development; Management Development; Organizational Culture; Motivation; Professionalism; Competence; Learning Strategies; Electronic Learning; Synchronous Communication; Foreign Countries; Elementary Secondary Education; Self Efficacy; Spain + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Informelle Bildung; Nichtformale Bildung; Unternehmenskultur; psychologische; Motivation (psychologisch); Professionalität; Kompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Self-efficacy; Selbstwirksamkeit; Spanien
Abstract	The professional development of principals is a key element in improving the quality of educational systems. Although it is common for the training of educational leaders to be associated to formal pre- and in-service principal development programmes, informal learning opportunities are increasingly common. However, research analysing informal learning processes among this professional group is scarce. The purpose of this paper is to identify the factors promoting informal learning strategies, online and face-to-face, used by principals as part of their professional development. The methodology involved implementing an online self-administered questionnaire to a sample of 715 school leaders. The study begins with a univariate and bivariate descriptive analysis. Three multiple regression models are then developed, which allow to check the independent effects among the variable criteria used and the three types of learning methods under consideration. The results show that the development of formal and informal learning activities among principals clearly requires a 'learning-friendly' organisational culture, a clear motivation for the profession, a strong professional determination and a positive perception of professional competencies as principals. Schools should start promoting the transition from job-based to competence-based staff systems and structures, in which informal learning strategies become relevant as a basis for promoting innovation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01