Document Type : Research Paper

Authors

• Amir Soleimani ¹
• Hamdullah Habibi ²
• Aysan Pashaei fakhri ³

¹ Ph.D. Candidate of Curriculum Development, Tabriz University, Tabriz, Iran

² Associated Professor, Department of Education, University of Tabriz, Tabriz, Iran.

³ Ph.D. Candidate of Curriculum Development, Tabriz University, Tabriz, Iran.

Abstract

The study aimed to examine how organizational learning mediates the relationship between knowledge sharing and teacher motivation. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were used to analyze data collected from Tabriz’s high school teachers. Using multi-stage cluster sampling, a sample of 330 teachers was selected based on Morgan's table. Furthermore, a one-sample T-test and Pearson's correlation coefficients were employed to answer research questions. According to the correlation matrix table, there was a direct and significant correlation between knowledge sharing, organizational learning, and teachers' job motivation. The confirmatory factor analysis results showed that the measurement models had an acceptable fit. According to the standard coefficients of organizational learning on motivation (β=0.37), knowledge sharing on organizational learning (β=0.59) and knowledge sharing on motivation (β=0.16) had a direct and significant effect. By strengthening the knowledge sharing culture in the schools, teachers' motivation can be improved, and if organizational learning is strengthened, teachers' motivation will be more affected. Considering that the research results reflect the role of knowledge sharing in improving teachers' motivation, it is recommended to promote knowledge sharing among teachers as a tool to increase motivation and strengthen organizational learning, emphasizing the value of continuous professional development initiatives.

Keywords

• Knowledge Sharing
• Job Motivation
• Organizational Learning