Elementary school principals and informal learning: leveraging networks

Abstract

Purpose

The purpose of this paper is to understand how and in what ways networking served as a vehicle to informal learning among elementary school principals.

Design/methodology/approach

The authors used a multiple case study methodology across a ten-week period, studying six principals and conducting over 50 interviews. Six individual case studies were conducted, followed by a cross-case analysis.

Findings

This study found that a principal’s informal learning opportunities are just as important as formal ones, and often occur more frequently. Principals rely daily on a small network of other principals to informally learn about pressing challenges and situations in their schools. Informal learning allows principals to continually develop and refine their practices without the confines of formally set dates and times. Informal learning happens organically and is needs driven based on what knowledge a principal requires at a given point in time.

Originality/value

Although formal learning has been a focus in educational leadership research for the past 15 years, almost nothing is known about how principals informally learning. This study adds to the very limited body of research in the educational leadership field.

Citation

Ringling, J.J., Sanzo, K.L. and Scribner, J.P. (2021), "Elementary school principals and informal learning: leveraging networks", Journal of Workplace Learning, Vol. 33 No. 2, pp. 109-119. https://doi.org/10.1108/JWL-03-2020-0042