Purpose: Informal learning is regarded as one of the most common 
and, at the same time, the most efficient learning methods at the 
level of modern organizations. It is assumed to be one of the most 
typical and usual learning types in the work environment which 
results in knowledge and skills. The present study is aimed at 
designing and validating teachers’ informal learning leadership 
model at three dimensions and levels. 
Materials and Methods: exploratory sequential approach was 
applied as a mixed-method design in the present study. Hence, 
content analysis was used in the first stage of the research design. 
Then, in the second stage, a quantitative research was carried out on 
269 participants who were elementary school teachers in the context 
of Tabriz city. Cluster sampling was used via model testing model. 
SPSS and Smart PLS 3 were used for analyzing quantitative data. 
Findings: the results of the study indicate that teachers’ informal 
learning leadership model is implemented efficiently at three levels: 
opinions (3 variables), strategy (5 variables0 and behavior (8 
variables). According to the results of the study, strategies had the 
highest effect on teachers’ informal learning. Also, due to the lack 
of organization and discipline in informal learning, school 
management’s opinions and attitudes have key significance in 
teachers’ informal learning. Furthermore, for integrating and 
consolidating all the abilities in line with enhancing teachers’ 
informal learning level, the behavioristic dimension in school 
management should be taken into consideration as a facilitator. 
Conclusion: According to the findings of the study, thanks to 
applying teachers’ informal learning leadership, teachers’ mental 
health in the classroom context are enhanced and promoted. 
Consequently, teachers’ role and contribution to students’ learning 
become more evident and highlighted.