Abstract
This research aimed to measure the effect of tacit and explicit knowledge sharing on teacher innovation capability mediated by organizational learning. Data collection was done by simple random sampling via electronic to the teacher population in Indonesia. The returned and valid questionnaire results were 781 samples. Data processing used SEM method with SmartPLS 3.0 software. The results of this research showed that explicit knowledge sharing had a positive and significant effect on teacher innovation capability, both directly and through organizational learning mediation, while tacit knowledge sharing had a positive and significant effect on teacher innovation capability through organizational learning mediation. Novelty research was proposing a model for building teacher innovation capability through tacit and explicit knowledge sharing with organizational learning as mediation. This research can pave the way to improve teacher readiness in facing the era of education 4.0.
Highlights
The new challenge that is currently affecting education is the dramatic change that has come from industrial revolution 4.0
The form of schools as organizational learning is very important for educational institutions that operate in environments with rapid and unexpected changes, so that the speed of response to change becomes an absolute requirement to create human resources, students who are competitive and win global HR competition
This research seeks to understand the effect of the learning process and knowledge sharing of teachers in Indonesia that are associated with increasing teacher innovation capability
Summary
The new challenge that is currently affecting education is the dramatic change that has come from industrial revolution 4.0. The definition of tacit knowledge is knowledge that is still in the human mind and is very personal (Chen et al, 2018; Holford, 2018; Khoshorour & Gilaninia, 2018; Zebal, Ferdous & Chambers, 2019; Agyemang & Boateng, 2019; Perez-Fuillerat et al, 2018), it is difficult to be formulated and divided naturally (Deranek, McLeod & Schmidt, 2017; Wang & Liu, 2019; Asher & Popper, 2019) so that the transformation requires personal interaction (Lee, 2019) This tactical knowledge is rooted in one’s actions and experiences, including his idealism, values, and emotions (Boske & Osanloo, 2015; Kawamura, 2016; Hartley, 2018). Tacit knowledge can be empowered by SECI Model (Li, Liu & Zhou, 2018; Nonaka & Hirose, 2018; Chatterjee et al, 2018; Sasaki, 2017; Lievre & Tang, 2015; Stanica & Peydro, 2016 ; Norwich et al, 2016; Hodgins & Dadich, 2017; Balde et al, 2018; Okuyama, 2017; Huang et al, 2016)
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