Abstract
Teachers’ generosity in sharing knowledge is one of the contributing factors in the development of schools’ learning organization capacity and organizational performance. To encourage teachers to share knowledge, favorable organizational conditions should be provided. Therefore, this research investigated the association between the organizational politics perceived by teachers at school and teachers’ knowledge hiding behaviors. The sample of this correlational study consisted of 318 secondary school teachers in Türkiye. Data was collected through self-reported questionnaires. After establishing the reliability and validity of measures, structural equation modeling was employed to analyze the data. Two models, including “the perception of organizational politics” and “the perception of organizational-oriented and individual-oriented organizational politics,” were tested for predictiveness of knowledge hiding behavior. Results showed that both organizational politics perception and organizational-oriented and individual-oriented politics perceptions predicted teachers’ behavior of hiding knowledge from colleagues. Managerial implications for school principals, limitations, and future research directions were discussed.
Published Version
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