关键词: 教师, 信任, 直接上级, 知识分享, 工作绩效

Abstract: Knowledge sharing and trust in organizations could promote performance in organizations, which has been supported in beneficial organizations such as new product development team, software development team. Little empirical research has explored whether it can be applied in context of school. This study aimed to analysis the relationships between teacher’s trust in direct supervisor, knowledge sharing and teacher’s job performance, especially the mediating effect of knowledge sharing on the relationship between trust in direct supervisor and job performance. This study is different from previous relevant research. Firstly, it aimed at combining effect of trust in direct supervisor and knowledge sharing on teacher’s job performance, not the relations between two of them. Secondly, it employed teachers from various schools, not employees from firms. Thirdly, it focused on knowledge sharing and performance in individual level, not in macro (i.e., collective and/or organizational) level. Lastly, it manipulated trust as willingness or behavior, not as belief. Based on previous relevant work, a model of mediating effect of knowledge sharing on the relationship between trust in direct supervisor and job performance was established. Using survey method and path analysis as statistical tactic, this study surveyed 168 teachers form 10 schools of different kinds. The findings showed that: (1) the levels of teachers’ trust in direct supervisor and the quality of teachers’ knowledge sharing were not high. Relatively, teachers’’ effort of knowledge sharing was higher. There’s no difference in demographical variables such as age, school type, gender and positions. (2) The reliance dimension of teachers’ trust in direct supervisor was positively correlated with teachers’ job performance while the “disclosure” was not significantly correlated with performance. (3) The correlation between effort of knowledge sharing and job performance was positive while that of “quality “ and performance was not significant. (4)Trust in direct supervisor was positively correlated with quality of knowledge sharing, so did “disclosure” and “effort”. (5) “Quality” of teachers’ knowledge sharing partially mediated the relationships between “reliance” of teachers’ trust in direct supervisor and teachers’ job performance. This research not only could further our understanding of the mechanism of trust in direct supervisor and the conditions of knowledge sharing’s positive effect, but also could provide theoretical guide for educational administration in schools.

Key words: teacher, trust, direct supervisor, knowledge sharing, job performance