學校知識治理對教師知識分享與知識轉移之影響：社會資本的中介效果分析

Abstract

本研究旨在探討學校知識治理對教師知識分享及知識轉移的影響，並分析教師社會資本的中介效果。本研究之對象為臺灣地區公私立國民中學教師，以分層隨機抽樣的方式選取受試者。研究工具之問卷內容包括兩部份，第一部份內容為前置變項（學校知識治理）及中介變項（教師社會資本）；第二部份內容則為結果變項（教師知識分享、教師知識轉移）。研究方法上，先透過驗證性因素分析學校知識治理、教師知識分享、教師知識轉移、教師社會資本等各變項問卷資料，確定量表的統計適配度。接著採用跨層次中介效果模型探討知識治理是如何在組織脈絡下對個體層次之知識分享及知識轉移產生跨層次效果，並檢驗教師社會資本的中介影響。經過分析所得的結論共有四點：（一）學校知識治理對教師知識分享具有正向影響，當學校的知識治理愈佳時愈能促進教師知識分享行為；（二）學校知識治理對教師知識轉移具有正向影響，當學校的知識治理愈佳時愈能促進教師知識轉移行為；（三）教師社會資本對學校知識治理對教師知識分享具有中介效果；（四）教師社會資本對學校知識治理對教師知識轉移具有中介效果。本研究之貢獻在於同時探究教師社會資本對學校知識治理、教師知識分享和教師知識轉移之中介效果，預期對學校知識治理建構一完整的實證模型架構；在研究方法上，應用跨層次潛在變項分析技術衡量各層次變項間相互關係。最後，在研究結果上，可以作為有關學校知識治理、教師增進知識分享及知識轉移行為的實務工作參考。

This study advances the research on teachers` knowledge-sharing and knowledge-transfer by looking at social capital as a mediator of school knowledge-governance. A survey will be conducted using a sample of junior high school teachers in Taiwan. The data will be collected from selected raters via stratified random sampling. The questionnaire has 2 sections: the first half comprises antecedent-related items (school knowledge governance) and mediator variables (teachers` social capital); the second half comprises outcome variable-related items (knowledge sharing and knowledge transfer among teachers). To analyze the data thoroughly, we examined the validity of the measurements for school knowledge governance, teachers` social capital, knowledge-sharing among teachers, and knowledge-transfer among teachers via confirmatory factor analysis. School knowledge governance within organizational contexts had a cross-level effect at the individual level on knowledge-sharing and knowledge-transfer among teachers. To further understand this, we adopted multilevel mediation analysis to examine the relationship between and among variables as well as the mediating effect of teachers` social capital. The conclusions of this study are as follows: (1) School knowledge-governance positively affects knowledge-sharing among teachers. (2) School knowledge-governance positively affects knowledge-transfer among teachers. (3) Teachers` social capital has a mediating effect on school knowledge-governance and knowledge-sharing among teachers. (4) Teachers` social capital has a mediating effect on school knowledge-governance and knowledge-transfer among teachers. The contributions of this study include the further exploration of the mediating effects exerted by teachers` social capital on knowledge-sharing and knowledge-transfer among teachers; the study provides a comprehensive empirical model of school knowledge-governance. Methodologically, hierarchical linear models have been applied to analyze the relationship between and among variables across various levels.