Research on Factors Influencing Teachers' Willingness for Knowledge Sharing

Abstract

Teachers, as the cornerstone of the educational system, engage in knowledge-sharing behavior by willingly sharing their accumulated professional knowledge, experience, and educational resources with other educators. This form of knowledge sharing holds significant importance in promoting teachers' professional development. The willingness of teachers to engage in knowledge sharing directly impacts the quality of education, educational reforms, and innovation within the field of education. It is influenced by a multifaceted array of factors. Therefore, the study of the factors influencing teachers' knowledge sharing necessitates a comprehensive examination of these diverse elements. Based on qualitative research, this study identifies five primary factors influencing teachers' willingness to share knowledge: individual resources, individual needs and motivations, organizational culture, job demands, and risk perception. These factors interplay to shape teachers' knowledge-sharing behavior, serving either as incentives or hindrances. Recognizing these dynamics is crucial for fostering a culture of knowledge-sharing in education, thereby elevating overall educational quality and supporting teachers' professional development. The significance of knowledge sharing in teacher careers and education reform cannot be overstated.