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.
An Empirical Study on Factors Affecting Knowledge Sharing in Organizations: Strong Relationship, Organizational Learning Culture, Developmental Feedback, Organizational Commitment, and Turnover Intent
