Abstract—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.
Index Terms—Education knowledge resource, knowledge
sharing behaviors in teachers, knowledge sharing intentions,
knowledge sharing attitudes, self-control.
The authors are with the International College, National Institute of
Development Administration, Bangkok, 10240, Thailand (corresponding
author: Zhongwu Li; e-mail: dr.lingxu@nut.edu.cn, zhongwu.li@nida.ac.th).
Cite: Ling Xu and Zhongwu Li, "Factors Affecting the Knowledge Sharing Behaviors of University Teachers: An Empirical Study in China," International Journal of Information and Education Technology vol. 12, no. 1, pp. 36-42, 2022.
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).