組織知能分享意願與文化、信任、個人因素關係之研究─ 以各級教師為例

The Willingness to Share Organizational Knowledge and its Relations with Organizational Culture, Trust, and Personal Traits ─ A Study Based on Teachers

王成隆(Chen-Long Wang)

指導教授 ： 王秉鈞

元智大學/資訊學院/資訊管理學系/碩士(2004年)

摘要

知識經濟的時代，組織運用知識管理來提升效能是一必然的趨勢。知識分享，可視為發生於知識市場中的知識交易，提昇教師的知識分享意願，有助於管理學校單位的知識市場，以提升教學效能。教師為知識傳播者，理當不斷自我充實，此外，透過與其他成員的知識分享與討論，更能提升教師的專業能力與瞭解自身的盲點，且若能了解影響知識分享的因素，必能對教學上有莫大的助益。本研究透過對不同教職機構的教師進行問卷調查，藉以瞭解組織文化與教育知能分享意願、個人價值觀、組織信任之間的關係。
研究中發現（1）不同性別在機構信任方面，男性教師高於女性教師，對研究、教育理念知能的分享意願，男性教師高於女性教師（2）不同年齡層教師在機構信任上，60歲以上的教師高於31-40歲及41-50歲的教師。（3）不同教育程度教師在組織信任上，具博士程度的教師高於一般大學、師範大學教師，在研究知能分享意願上，具博士程度教師顯著高於一般大學、師範大學教師。（4）不同年資教師在組織信任、教育知能分享上無顯著差異。（5）不同教職機構教師在偶體信任上，國小教師高於國中教師，大學教師高於國、高中教師，在研究知能分享意願上，任職大學的教師顯著高於國小、國中教師。（6）研發型文化能有效預測教師知能分享意願。（7）個人價值觀能有效預測知能分享意願。（8）組織信任能有效預測教育知能分享意願。（9）組織文化、個人價值觀兩者無法透過組織信任而影響教育知能分享意願。（10）組織文化、組織信任會對個人背景因素對知能分享意願預測產生影響。

關鍵字

組織文化 ； 組織信任 ； 教育知能分享 ； 個人價值觀 ； 教師知識分享 ； 知識分享意願 ； 組織知能分享意願

並列摘要

In the era of knowledge economy, it is a natural trend for an organization to use knowledge management to improve efficiency. Knowledge sharing can be seen as a form of trading in the knowledge market, and promoting teachers’ willingness to share knowledge helps the management of the knowledge market in schools and the teaching effectiveness can thus be improved. Teachers, as distributors of knowledge, are obliged improve themselves. Besides, by sharing and discussing knowledge with other members of the same school, teachers improve their professional abilities and realize their own insufficiencies. Hence it will have a positive effect if we can pinpoint the factors influencing the sharing of knowledge. By questionaire to teachers, lecturers, and professors in different institutions, this research looks into the relationship among organizational culture, the willingness of sharing pedagogical knowledge, personal value, and organizational trust.
In this research we discovered the following ten results.
1.On gender difference in organizational trust, male teachers are higher than female; in the willingness of sharing research and pedagogical knowledge, male higher than female.
2.On age difference in organizational trust, teachers above 60 years of age are higher than those of 31 to 40 and of 41 to 50.
3.On educational difference in organizational trust, teachers with Ph.D.s are higher than the rest in general universities or normal universities; in the willing ness to sharing research capabilities, teachers with Ph.D.s are significantly higher than the rest.
4.On seniority difference in organizational trust and in sharing pedagogical knowledge, there is no significant difference.
5.On institutional difference in dyadic trust, primary teachers are higher than those in junior high schools; college teachers are higher than those in junior an senior high schools. In the willingness to share research capabilities, college teachers are significantly higher than those in primary and junior high schools.
6.Research culture effectively predicts the willingness for teacher to share knowledge.
7.Personal value effectively predicts the willingness to share knowledge.
8.Organizational trust effectively predicts the willingness to share pedagogical knowledge.
9.Neither organizational trust nor personal value influences through organizational trust the willingness to share pedagogical knowledge.
10.Personal background factors predict the willingness to share capabilities, but this is influenced by organizational culture and trust.

並列關鍵字

organizational culture ； organizational trust ； sharing of pedagogical knowledge ； personal value ； sharing of teaching capabilities ； willingness to share knowledge ； willingness to share organizational knowledge

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