The Willingness to Share Organizational Knowledge and its Relations with Organizational Culture, Trust, and Personal Traits ─ A Study Based on Teachers

• Main Authors: Chen-Long Wang, 王成隆
• Other Authors: Bing-Jyun Wang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/30255942500175978347

碩士 === 元智大學 === 資訊管理研究所 === 93 === In the era of knowledge economy, it is a natural trend for an organization to use knowledge management to improve efficiency. Knowledge sharing can be seen as a form of trading in the knowledge market, and promoting teachers’ willingness to share knowledge helps the management of the knowledge market in schools and the teaching effectiveness can thus be improved. Teachers, as distributors of knowledge, are obliged improve themselves. Besides, by sharing and discussing knowledge with other members of the same school, teachers improve their professional abilities and realize their own insufficiencies. Hence it will have a positive effect if we can pinpoint the factors influencing the sharing of knowledge. By questionaire to teachers, lecturers, and professors in different institutions, this research looks into the relationship among organizational culture, the willingness of sharing pedagogical knowledge, personal value, and organizational trust. In this research we discovered the following ten results. 1.On gender difference in organizational trust, male teachers are higher than female; in the willingness of sharing research and pedagogical knowledge, male higher than female. 2.On age difference in organizational trust, teachers above 60 years of age are higher than those of 31 to 40 and of 41 to 50. 3.On educational difference in organizational trust, teachers with Ph.D.s are higher than the rest in general universities or normal universities; in the willing ness to sharing research capabilities, teachers with Ph.D.s are significantly higher than the rest. 4.On seniority difference in organizational trust and in sharing pedagogical knowledge, there is no significant difference. 5.On institutional difference in dyadic trust, primary teachers are higher than those in junior high schools; college teachers are higher than those in junior an senior high schools. In the willingness to share research capabilities, college teachers are significantly higher than those in primary and junior high schools. 6.Research culture effectively predicts the willingness for teacher to share knowledge. 7.Personal value effectively predicts the willingness to share knowledge. 8.Organizational trust effectively predicts the willingness to share pedagogical knowledge. 9.Neither organizational trust nor personal value influences through organizational trust the willingness to share pedagogical knowledge. 10.Personal background factors predict the willingness to share capabilities, but this is influenced by organizational culture and trust.