The purpose of this study aimed to develop a knowledge sharing behavior model and to investigate junior high school English teachers’ knowledge sharing behavior in the southern Taiwan. The research method was questionnaire survey approach. Content validity and internal reliability were established through panelist review, item analysis, and factor analysis in the pilot study. The formal survey questionnaires were sent to 600 junior high school English teachers’ in Kaohsiung city and County in Taiwan. A total of 210 responses to the survey questionnaires were analyzed through a series of statistical techniques, including descriptive analysis, independent t-test, one-way analysis of variance (ANOVA), and partial least squares (PLS) analysis. The major findings of the study led to the following conclusion: (1) 11 factors of the knowledge sharing behavior model for junior high school English teachers; were confirmed; (2) professional knowledge, teaching techniques, materials, class management, and evaluation knowledge were the major topics of knowledge sharing; (3) in-service training meetings, school meetings, phone calls, leisure time and the Internet were the mechanisms for knowledge sharing among junior high school English teachers; (4) junior high school English teachers of different backgrounds possessed the similar attitudes toward factors of the knowledge sharing behavior model; and (5) the knowledge sharing behavior was mainly influenced by attitude, subjective norm, perceived behavior control, and intention of knowledge sharing.
Keywords: Junior high school English teacher, knowledge sharing, partial least square (PLS).
Copyright © 2020 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0