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Abstract
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Examining and analyzing the quality of a teacher's teaching can be considered as one of the factors
affecting the quality of educational outputs of foreign language institutions. One of the important issues in
the literature on teachers’ teaching quality is the extent of the teachers’ involvement in informal learning.
A lot of studies have touched on the role of external stimuli in the participation and involvement of
individuals in informal activities. Educational theories have categorized the preconditions of teachers’
informal learning into three groups: individual factors, work factors, and environmental factors. However,
there have not been conducted any empirical researches on the two-way relationship between antecedents
such as the organizational education climate and organizational culture with informal learning. The
purpose of this study is to probe into the related literature to find out whether the organizational education
climate and organizational culture have a significant role in teachers’ informal learning. Given the
existing theoretical literature and empirical researches, a positive and two-way relationship can be argued
to exist between the climate and culture with informal learning. That is, in environments with positive
educational climate and learning culture, teachers are more likely to seek informal learning, which in turn
will lead to language learners’ more learning.
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