Cheng Lu, Wu Dang, Cao Junwei
Department of Child and Family Studies, Kyungpook National University, Daegu 41566, Republic of Korea.
School of Special Education, Handan University, Handan 056000, China.
Behav Sci (Basel). 2023 Mar 6;13(3):230. doi: 10.3390/bs13030230.
Knowledge sharing not only promotes communication among teachers to achieve self-professional growth but also facilitates knowledge innovation. Thus, knowledge sharing among preschool teachers deserves attention. This study explored the factors influencing preschool teachers' knowledge-sharing behaviors. A questionnaire was administered to 297 preschool teachers using a Norm Activation Model from a thinking style perspective. Data analysis was performed using partial least square-structural equation modelling (PLS-SEM). The findings indicate that executive thinking style preschool teachers showed a significant positive influence of awareness of consequences; legislative thinking style preschool teachers showed a significant positive influence of awareness of consequences and ascription of responsibility; awareness of consequences had a significant positive influence on ascription of responsibility; awareness of consequences and ascription of responsibility had a significant positive influence on personal norms; and personal norms had a significant positive influence on knowledge-sharing behavior. Meanwhile, the influence of executive thinking style on ascription of responsibility, legislative thinking style on ascription of responsibility, and awareness of consequences on personal norms emerged as significantly different among preschool teachers in two different contexts: interpersonal sharing and Internet sharing. This study confirmed the factors influencing preschool teachers' knowledge-sharing behaviors from a thinking style perspective and provides suggestions for improving preschool teachers' knowledge-sharing behaviors.
知识共享不仅促进教师之间的交流以实现自我专业成长，还推动知识创新。因此，幼儿教师之间的知识共享值得关注。本研究探讨了影响幼儿教师知识共享行为的因素。采用规范激活模型，从思维方式的角度对297名幼儿教师进行了问卷调查。使用偏最小二乘结构方程模型（PLS-SEM）进行数据分析。研究结果表明，执行型思维方式的幼儿教师，结果意识呈现显著的正向影响；立法型思维方式的幼儿教师，结果意识和责任归因呈现显著的正向影响；结果意识对责任归因有显著的正向影响；结果意识和责任归因对个人规范有显著的正向影响；个人规范对知识共享行为有显著的正向影响。同时，在人际共享和网络共享这两种不同情境下，执行型思维方式对责任归因的影响、立法型思维方式对责任归因的影响以及结果意识对个人规范的影响在幼儿教师中存在显著差异。本研究从思维方式的角度证实了影响幼儿教师知识共享行为的因素，并为改善幼儿教师的知识共享行为提供了建议。
