The effect of teacher's self-motivation and social capital on their willingness to share tacit and explicit knowledge

Nowadays, due to the importance of knowledge in a competitive world, it is vital to know the ways in which the employees share knowledge. This study aimed at investigating the effect of teachers’ self-motivation and social capital on their willingness to share their tacit and explicit knowledge. This research is an applied one in terms of research aims and is a descriptive-correlational one in terms of data collection, specifically causal modeling. The population of study consisted of all teachers of public schools in Ilam city. Using stratified random sampling and Krejcie & Morgan (1970) table, 225 teachers were selected as research sample. At last, 180 questionnaires were returned to the researcher. To collect the data, three standard questionnaires were used, namely Bock et al. (2005) employee intention to knowledge sharing, Vasco and Faraj (2005) self-motivation questionnaire, and Chaw and Chan (2008) teacher social capital. SMART-PLS software was run in order to test the data in the form of a causal model. The results showed that the proposed model significantly explains the variance of knowledge share in two formats, namely tacit and explicit knowledge. The results also showed that organizational rewards have a negative impact on their willingness to share tacit knowledge and a positive impact on their willingness to share explicit knowledge. Finally, the results showed that three variables including cooperation and interaction, pleasure and satisfaction, and social capital have a positive and significant impact on improving teacher's willingness to share both explicit and implicit knowledge. Moreover, the impact of these factors on teachers’ intention to tacit knowledge sharing is more than explicit knowledge sharing.