Factors that affect knowledge sharing among teachers in Singapore government and government-aided schools.

Abstract

In the field of knowledge management, the topic on knowledge sharing is one of the most extensively researched areas. While many studies have been done on motivational aspects of knowledge sharing, few have been done in the context of teaching professionals. Knowledge is seen as an "instrument" in the teaching profession (Jackson, 1990). Apart from formal learning, teachers see their peers as a potential knowledge source, which they could tap on to enhance their repertoire of teaching methodologies and wealth of knowledge. And in a survey that was conducted on effective sources of learning, teachers also rated consultation with other teachers as one of the most important and effective sources of learning (Rait, 1995). Although the benefits of knowledge sharing are apparent, the encouraging teachers to share their knowledge remains a challenge due to the multitude factors, social-psychological, institutional and physical, that affect knowledge sharing. This study aims to build on the findings of studies done thus far to further our understanding on the factors that affect knowledge sharing among teachers so that knowledge sharing can be promoted to enhance the teachers' competencies and professional development.