知识是个人的价值储备，也是其在组织中的竞争优势。在科学技术日新月异的时代背景下，知识更新换代的速度不断加快。学校，作为一种知识密集型组织，是获取知识、传播知识和创造知识的场所。教师群体是学校组织中最主要的知识主体和传播者，知识共享可以实现教师之间的知识流动和快速转化，从而提升组织的知识价值。然而知识共享属于教师个体的自发行为，要想实现教师知识分享给他人并不容易。基于社会交换视角，教师作为教育实践中的理智决策者，面对知识共享这一行为时，往往会对其潜在成本与预期收益进行深度权衡。本研究围绕中小学教师共享价值感、知识共享意愿与行为开展，厘清内在作用机制，对推动教师专业发展与提高学校效能有重要意义。

具体来看，本研究提出了三个主要的研究问题，分别是探究教师共享价值感、人际信任、知识共享意愿与知识共享行为的现状和差异，构建上述变量之间关系的结构方程模型以及观察在学校实际教育教学情境中，教师共享价值感、人际信任、知识共享意愿与知识共享行为的具体表现，针对不同类型的学校或是不同熟练度的教师可能存在的差异。

以中小学教师为调查对象，共发放527份问卷，保留475份有效问卷，回收率为90.1%。通过独立样本T检验和单因素方差分析，探究各变量的现状与差异。以教师共享价值感为自变量，知识共享行为为因变量，讨论知识共享意愿的中介作用和人际信任的调节作用。通过相关分析、多元回归分析和结构方程模型分析，验证了研究假设，认为教师共享价值感能够正向预测知识共享意愿，包括感知社会价值、情感价值和利他价值能够正向预测知识共享意愿；教师知识共享意愿能够正向预测知识共享行为，包括知识贡献行为和知识收集行为；人际信任调节了知识共享意愿在共享价值感和知识共享行为之间的中介作用，即为有调节的中介效应。在此基础上，本研究通过选择不同学校类型、不同教学熟练度的四位老师进行深入访谈，归纳总结在学校教育教学情境下，教师共享价值感、人际信任、知识共享意愿和知识共享行为之间的关系及其具体表现形态，解释教师知识共享行为的底层逻辑。

Knowledge is an individual's store of value and a source of competitive advantage within organizations. In the rapidly evolving context of science and technology, the pace of knowledge renewal and replacement continues to accelerate. Schools, as knowledge-intensive organizations, serve as sites for acquiring, disseminating, and generating knowledge. The teaching staff constitutes the primary knowledge agents and disseminators within the school organization, and knowledge sharing enables the flow and rapid transformation of knowledge among teachers, thereby enhancing the organizational knowledge value. However, knowledge sharing is an inherently voluntary behavior on the part of individual teachers, making it challenging to facilitate the sharing of their knowledge with others. From a social exchange perspective, teachers, as rational decision-makers in educational practice, tend to weigh the potential costs and anticipated benefits of knowledge sharing deeply when confronted with such behavior. This study focuses on elementary and secondary school teachers' shared value perception and knowledge sharing behaviors, elucidating the underlying mechanisms, with significant implications for promoting knowledge sharing among teachers, fostering professional development, and enhancing school effectiveness.

Specifically, this study presents three main research questions: investigating the current status and differences in teachers' shared value perception, interpersonal trust, knowledge sharing willingness, and knowledge sharing behavior; constructing a structural equation model of the relationships among these variables; and observing the concrete manifestations in actual teaching contexts, considering possible variations among different types of schools or teachers with varying levels of experience.

The study treats teachers' shared value perception as the independent variable and knowledge sharing behavior as the dependent variable, examining the mediating role of knowledge sharing willingness and the moderating effect of interpersonal trust. With elementary and secondary school teachers as the target population, 527 questionnaires were distributed, resulting in 475 valid responses, yielding a response rate of 90.1%. Independent sample T-tests and one-way ANOVA were employed to examine the current status and differences among the variables. Correlation analysis, multiple regression analysis, and structural equation modeling were used to verify the research hypotheses, positing that teachers' shared value perception positively predicts knowledge sharing willingness, with perceived social value, emotional value, and altruistic value all positively predicting knowledge sharing willingness; teachers' knowledge sharing willingness positively predicts knowledge sharing behavior, encompassing both knowledge contribution behavior and knowledge collection behavior; and interpersonal trust moderates the mediating effect of knowledge sharing willingness between shared value perception and knowledge sharing behavior, constituting a moderated mediation effect.

Building upon these findings, the study conducted in-depth interviews with four teachers representing different school types and levels of teaching proficiency, synthesizing the relationships among shared value perception, interpersonal trust, knowledge sharing willingness, and knowledge sharing behavior within school teaching and learning contexts, and explicating the underlying logic of teachers' knowledge sharing behavior.