Investigating the Role of Secondary Education on Teachers' Job Roles by Mediating Knowledge Sharing

Document Type : Original Article

Authors

1 PhD student in Educational Administration of Mohaghegh Ardabili University and expert in charge of cultural and artistic education, Ardabil-Iran.

2 Assistant Professor of Educational Leadership and Development, Shahid Beheshti University, Tehran.

3 Master of Human Resources Education and Improvement, Shahid Beheshti University of Tehran.

Abstract

The purpose of this study was to investigate the role of secondary education on the teacher's job support through mediation of knowledge sharing. The research method is descriptive and correlation is a type of structural equation modeling. The population consisted of all high school teachers in Tehran province who were selected by using randomized cluster sampling method (380 people) as a statistical sample. Three questionnaires were used for collecting the research data from Abdullah Abrisham's Instructor's Instructor's Inventory, Shane Job Support Questionnaire and Knowledge Sharing Knowledge Wang et al. Data were analyzed using structural equation modeling. The results indicate the fitness of the conceptual model and its confirmation for the community of high school teachers in Tehran province. The direct effect of in service training variables on knowledge sharing was significant and direct effect of knowledge sharing on job reliance is significant. However, the direct effect of in-service training variables on job support was not significant. There was also a significant and indirect effect between in-service training on occupational support based on the role of mediating knowledge sharing (0.42). Therefore, direct knowledge sharing and in-service training indirectly account for 45% of job support. According to the findings of this research, it is suggested to consider the promotion of in-service training and the need for them to increase their knowledge base, in order to increase their job support.

Keywords

References

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History

  • Receive Date: 19 March 2021
  • Revise Date: 25 March 2021
  • Accept Date: 01 May 2021

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