نوع مقاله : کیفی
1 دانشجوی دکترا مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران
2 دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران (نویسنده مسئول)
3 دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران
عنوان مقاله [English]
Introduction: By organizing knowledge management and sharing, the lifespan of knowledge created in schools will increase, considering the importance of knowledge sharing and its significant impact on education, this research aims to identify obstacles to knowledge sharing among teachers of education across the country in order to provide the resulting solution. has been.
Methods: The method of this research is mixed (qualitative-quantitative method), so that in the qualitative part the phenomenological approach is used and in the quantitative part the survey method is used. Data collection was performed using semi-structured interview technique and theoretical saturation criteria between 11 teachers who had research work. All interviews were simultaneously recorded and handwritten and analyzed using the Colaizzi's seven step data analysis method. The robustness of the data was used by participants and university professors using the Lavasheh validation method (experts evaluate the questions). To determine the reliability of the extracted codes, they were returned to the interviewees to confirm its accuracy. Research Findings: Contained 49 conceptual codes, which were classified into three main concepts with sub-concepts. The main concepts include a: cultural barriers (with four concepts of disbelief of knowledge sharing with 5 conceptual codes, distrust with 4 conceptual codes, lack of dynamism in learning with 5 conceptual codes and the governance of closed culture with 5 conceptual codes). B: communication barriers (with sub-concepts of weakness in the underlying factors for knowledge sharing with 5 conceptual codes, problems of educational media with 9 conceptual codes, disregard for the intellectual capital of the organization with 6 conceptual codes) .c: Lack of supportive leadership (weakness in evaluation with 4 conceptual codes and mismanagement with 6 conceptual codes). In the quantitative part, data collection was done by distributing a questionnaire among teachers across the country and Smart PLS 6-2-3 and SPSS version 23 were used for analysis. Relevant professors were consulted to achieve the necessary validity in designing the questionnaire. Cronbach's alpha test was used for reliability.
Results: The results showed that the communication barriers with a factor loading of 0.92 had the greatest impact on knowledge sharing.
Conclusion: By establishing the culture of knowledge sharing among teachers, they will promote the sharing behavior among teachers. Also, by getting the support of the education officials, the collection of knowledge by the teachers should be recognized as the organizational values of the schools and be integrated with the culture of the school organization.