Objective: The purpose of this research was to analyze the sharing knowledge and experiences of teachers in virtual environments based on ethical norms and cognitive trust of teachers.
Method: This research is applied in terms of purpose and is a quantitative research. The statistical population of the research included 457 elementary school teachers working in education in Ahar city in the academic year 1402-1403, of which 201 were selected using the stratified sampling method. For data analysis based on structural equation modeling and one-sample t-test, SPSS20 and AMOS21 software were used. To assess the validity of the questionnaire, face validity and convergent validity were used. The results of confirmatory factor analysis showed that the average variance extracted for the studied constructs was acceptable (AVE≥0.585). Also, the composite reliability value for all constructs was appropriate (CR≥0.88).
Results: The empirical results of the study using structural equation modeling showed that there is a significant relationship between the ethical norms variable and teachers' knowledge sharing in virtual environments (β-0.457, t=6.876, p≤0.001). Also, teachers' cognitive trust has a positive and significant relationship with their knowledge sharing in virtual environments (β=0.374, t=6.287, p≤0.001). These two variables explained 51% of the variance of the dependent variable. The ethical norms variable (r=0.46) was a stronger predictor for the knowledge sharing variable. Also, the results of the one-sample t-test (Test value = 3) showed that the characteristic of ethical norms among teachers was more appropriate than the characteristics of cognitive trust and knowledge sharing.