| Summary: | 碩士 === 國立台北師範學院 === 教育政策與管理研究所 === 92 === The study aimed to explore the status and influential factors of knowledge sharing among elementary teachers. There are three purposes as follows: (1) to understand the status of knowledge sharing among teachers, (2) to analyze how teachers’ personal factors and school background factors influence knowledge sharing, and (3) to examine the impacts of organizational culture, administration leadership, information technology, and team mechanism on knowledge sharing.
To achieve these purposes, according to literature review, the author divides knowledge sharing into three aspects--knowledge sharing demand, knowledge sharing willingness, and knowledge sharing behavior, and builds up a motivation model as the basic for measuring knowledge sharing. Having completed the questionnaire, a pilot test was conducted for reconfirming its suitability and the modified one was then given to the subjects who the study is targeting at.
In this study, the subjects were the teachers in elementary schools in Taipei city and Taipei prefecture. Interviews were conducted with a total of 6 teachers. It amounts to 565 questionnaires mailed to teachers and 306 sent back. Up to 300 questionnaires are valid. The data analysis for interviews was conducted at stages from recording the interviews, making a written format, reading repetitively, categorizing, inducing and organizing the data. Questionnaires were analyzed through descriptive statistics, item analysis, factor analysis, t-test, analysis of variance, multiple regression analysis, cluster analysis, and canonical correlation.
The findings are included as follows:
1. The status of knowledge sharing among teachers:
(1) It is a high demand for knowledge to teachers, but lower sharing behavior is shown.
(2) Classroom management knowledge has a higher sharing than the teaching knowledge of sharing.
(3) Knowledge sharing demand includes interest, problem solving and personal growth, while knowledge sharing willingness contains interaction, helping people and a sense of achievement.
(4) Knowledge sharing channels are mainly through executive division at school, for instance, school-term meetings, and curriculum teams, to share knowledge. There is no sharing group forming at schools spontaneously or privately.
(5) When teachers share knowledge, they entail the disproportion between cost and effect, the worries of damaging the colleagueship, lack of confidence, time insufficiency, and age discrepancy.
2. The impacts of personal factors and school background factors of on knowledge sharing:
(1)In terms of sharing knowledge, the female teachers perform better than the male counterparts, and there is no significant difference among the groups of age, education, and teaching experience.
(2)Largeor mediumsize schools have a better performance of sharing knowledge, and there is no obvious difference between Taipei city and Taipei prefecture.
(3)Gender and school scale are very predictable in a sense of evaluating demand and behavior for sharing knowledge.
3. The impacts of organizational culture, administration leadership, information technology, and team mechanism on knowledge sharing:
(1)It is a highly positive relationship between knowledge sharing demand and knowledge sharing willingness, both of them can further make knowledge sharing behavior happen.
(2)Knowledge sharing demand and knowledge sharing willingness have great impacts on knowledge sharing behavior.
(3)The types of knowledge sharing among teachers are divided into: high- knowledge-sharing type and low knowledge-sharing type.
(4)Knowledge sharing demand is influenced by organizational culture and information technology.
(5)Knowledge sharing willingness is influenced by organizational culture and information technology.
(6)Knowledge sharing behavior is influenced by organizational culture and team mechanism.
(7)Overall knowledge sharing is influenced by organizational culture, administration leadership and information technology.
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