Relationships among Well-being and Knowledge Sharing ─ A Case Study on Junior High School Teachers in Kaohsiung City

• Main Authors: Yi-Jun Shi, 施宜君
• Other Authors: Chorng-Horng Yang
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/96q29k

碩士 === 義守大學 === 資訊管理學系 === 104 === Teachers play the important roles during the process of students’ growing and learning. To facilitate good education for students, teachers should be well educated, firstly, and retain fine characteristics for being a good teacher. An effective way for improving teachers well being is knowledge sharing among teachers. In this paper, the relationships between teacher’s well-being and knowledge sharing were investigated. The theory about well-being research include: uses and gratification theory, personality traits, social judgment theory, and dynamic equilibrium theory. Furthermore, the knowledge sharing theory explored in this thesis are definition of knowledge sharing, classification of knowledge kinds, and knowledge sharing theory. The sample space for this study is the junior high school teachers in Kaohsiung City, and two questionnaires are used to collect the required data. In this study, 472 effective samples were collected. The results of this study include: (1) The level of teachers’ well-being and knowledge-sharing is higher than mid-level. (2) The factor, years of working experience, obviously affects the degree of well-being perceived and knowledge-sharing effectiveness. (3) Teachers’ well being is obviously correlated with knowledge sharing between teachers.