Informal Learning Behavior of Elementary School Teachers in Nabire Regency, Central Papua Province

Abstract

This study aims to analyze and discover the informal learning behavior of elementary school teachers, as well as the personal and situational factors associated with such behavior in Nabire Regency, Central Papua Province. The research is motivated by the gap between teachers' managerial workload and the actual competencies in the field, as well as the importance of informal learning pathways in the digital era and challenging geographical conditions. This study employed a qualitative approach with a case study method (mini case study design). Data were collected through unstructured interviews, non-participant observation, and documentation studies involving 16 classroom teachers as primary data sources and 7 school principals as secondary data sources (triangulation). The data analysis technique used an interactive model consisting of data reduction, data display, and conclusion drawing. The results of the study indicate that: (1) Teachers' informal learning behavior is manifested through active learning actions and information seeking, covering dimensions of self-planning, socialization/knowledge sharing, reflection on feedback, experimentation with new ideas, and adaptation to curriculum changes; (2) Personal factors driving this behavior include intrinsic motivation, personality traits (responsibility and openness), self-efficacy (belief in capability), and self-development goal orientation; (3) Supporting situational factors include work autonomy, task challenges, availability of feedback, collaborative social interaction, as well as principal leadership support and a conducive school climate. The study concludes that the informal learning behavior of elementary school teachers is the result of a complex interaction between personal and situational factors that reinforce each other in efforts to enhance teacher professionalism.