Journal of Research in Educational Systems

Abstract 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.

Abstract The purposeful sharing of knowledge in organizations leads to faster individual learning, develops creativity, and ultimately leads to improved individual performance in the organization. The purpose of this study was to investigate the mediating role of cognitive trust and emotional commitment on job satisfaction and intention to share knowledge on education staff in District 3 of Tehran in 1395. The statistical population of this study is 200 employees of Education Organization of District 3 of Tehran. Using Cochran's formula, 130 of them were selected by stratified random sampling method. In order to collect data, a questionnaire including the intention to share the knowledge of Charghi (2001), Blasttin job satisfaction questionnaire (2008), Kim's emotional commitment questionnaire, Choi, Kualahan and Han (2008), and finally the trust trust questionnaire (2009) Is. Validity (content, convergence and divergence), and reliability (Cronbach's alpha, compound, and composite reliability coefficients) of the questionnaires indicated that the research measure expressions had a good validity and reliability. The analytical results by structural equation modeling using SMART-PLS software showed that all three exogenous variables of job satisfaction, cognitive trust and emotional commitment have a significant and significant effect on the intention to share knowledge. In addition, both the variables of emotional commitment and cognitive trust play an intermediary effect on the relationship between job satisfaction and the intention to share knowledge, while emotional commitment, as compared with cognitive trust, has a greater impact as a mediator variable on the intention to share knowledge.