ABSTRACT

The development of informal learning (IL) by the teaching staff relates to the generation of contextualized learning at the school which is integrated into daily working life. This study analyses the roles and actions of school principals in the generation and promotion of teaching staff’s informal learning and is based on the application of online questionnaires to a sample of 686 participants, 415 principals and 271 teachers from schools in Catalonia (Spain). The study begins with a descriptive-comparative analysis between the two groups that make up the sample spread and ends with the development of four multiple regression models that allow for the verification of the independent effects among the variable criteria used and the four roles of the school principals considered for informal learning. The results show that principals perform the majority of the actions presented; however, they show differences of opinions with teachers in the frequency of performing several actions.

摘要

教职员工开展非正式学习（IL）与学校情境化学习的产生有关，并将其融入日常工作生活中。本研究基于对加泰罗尼亚（西班牙）学校的 686 名参与者、415 名校长和 271 名教师进行在线调查问卷，分析了校长在教师非正式学习的产生和促进中的作用和行动。该研究首先对组成样本的两组之间进行描述性比较分析，最后开发四个多元回归模型，以验证所使用的变量标准和学校的四种角色之间的独立效应考虑进行非正式学习的校长。结果表明，校长执行了所提出的大部分行动；然而，他们在执行某些动作的频率上与老师表现出意见分歧。