Verklaren van virtueel kennis delen door docenten: een onderzoek naar de invloed van werkplek kenmerken en self-efficacy op virtueel kennis delen

Kemper, C. (2011) Verklaren van virtueel kennis delen door docenten: een onderzoek naar de invloed van werkplek kenmerken en self-efficacy op virtueel kennis delen.

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Abstract:Informal learning is an important source of knowledge for teachers (Kwakman, 2002). Informal learning can be influenced through knowledge sharing and in our modern world this is more and more “virtual” knowledge sharing, often through the internet. It is known that not everybody shares knowledge virtually (Hew & Hara, 2007). This study examines if workplace conditions and self-efficacy explain the virtual knowledge sharing behaviour of teachers. The workplace conditions that are examined in this research are: organizational support, feedback, work pressure and IT facilities. This study also examines the effect of the individual variable self-efficacy on knowledge sharing. Self-efficacy is the belief in the ability to act adequately and efficiently in specific circumstances (Feltzer & Rickli, 2009, p.9). Two underlying mechanisms of self-efficacy influence virtual knowledge sharing, namely knowledge sharing self-efficacy (KSSE) en internet self-efficacy (ISE). The research is carried out in four secondary schools throughout the Netherlands. 152 teachers filled in a questionnaire and the results show that ISE is related and organizational support is partly related. The other workplace conditions are not significantly positively related to virtual knowledge sharing. The implications and limitations arising from this study are discussed.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/61012
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