Abstract
Knowledge sharing among teachers denotes an important means of promoting the professional growth of individual instructors. It enhances the competitiveness of school organizations and thus constitutes a focal aspect of knowledge management in universities. This study conducts an in-depth scrutiny of the knowledge sharing behaviors of teachers, examining their sharing intentions and attitude, support received from others, self-control. With this aim, this paper obtains data from 440 college teachers in Jiangxi Province in China. It then constructs a theoretical model reflecting these factors, and the collected data were analyzed through SPSS24 and AMOS24 to obtain the results. The results of this empirical study conducted in China demonstrate that the knowledge sharing intentions of teachers positively influence their knowledge sharing behaviors. Personal knowledge sharing attitudes and support received from others also constructively affect the knowledge sharing intentions of teachers. Self-control has a negative effect on knowledge sharing intentions and exerts an indirect influence on knowledge sharing behaviors. Knowledge sharing attitudes, support received from others, and self-control are strongly and positively correlated. This investigation suggests that the knowledge sharing intentions of teachers must first be enhanced to improve their knowledge sharing behaviors. The enthusiasm of teachers to share knowledge should be stimulated, and teachers should be encouraged to freely share their understanding with others. Further, their tight regulation of self-control should be appropriately relaxed.
Highlights
The value, scarcity, difficulty of imitation, and irreplaceability of knowledge [1], [2] in the current era of the knowledge economy make the sharing of knowledge an important factor in increasing an organization’s competitive advantage
The exploration of factors influencing knowledge sharing behaviors in teachers can enhance the effects of knowledge sharing practices and promote the professional development of teachers
It intensively examined the interrelationships between knowledge sharing behaviors evinced by teachers and their sharing intentions, sharing attitudes, support from others, and self-control
Summary
The value, scarcity, difficulty of imitation, and irreplaceability of knowledge [1], [2] in the current era of the knowledge economy make the sharing of knowledge an important factor in increasing an organization’s competitive advantage. Colleges and universities generally acknowledge the importance of knowledge sharing behaviors in educational practice; teachers are constricted by factors such as egoism and altruism, subjective sharing desires, objective conditions, knowledge self-worth, and insufficient resource convenience These aspects confront teachers with many obstacles to sharing their knowledge. There is significant practical value in examining the significations of knowledge sharing behaviors in teachers, elucidating the real factors affecting knowledge sharing behaviors in teachers, arousing the attention and importance of teachers’ knowledge sharing in the education field, stimulating teachers' enthusiasm for knowledge sharing and exploring possible ways of encouraging knowledge sharing by teachers The outcomes of such scrutiny can facilitate the inculcation of the desired knowledge sharing behaviors and add personal value to teachers, while benefiting the knowledge management levels of educational organizations with the support of theoretical and technical aspects
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