Investigating the effect of interpersonal trust on the transfer of tacit knowledge secondary school teachers.

Document Type : Original Article


1 Associate Professor, Department of Knowledge and Information Science, Payame Noor University, Tehran, Iran.

2 Associate professor, Department of Management, Payame Noor University, Tehran, Iran

3 Assistant Professor, Department of psychology and educational sciences. Payame Noor University. Tehran. Iran

4 Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran.



Introduction: One of the important factors in the formation of job relationships and transfer of tacit knowledge in the organization is trust. The transfer of tacit knowledge is an interactive process that is basically formed on the basis of trust between the parties. Therefore, it is necessary to explore the role of interpersonal trust in the transmission of tacit knowledge in a comprehensive and accurate way.

Methodology: This research has examined the relationship between interpersonal trust and tacit knowledge transfer. In terms of its nature, the current research is an applied research that has investigated the relationship between interpersonal trust and tacit knowledge transfer by descriptive-correlation method. The research sample includes 148 middle school teachers of Chaharmahal and Bakhtiari province who were randomly selected. In order to collect data, interpersonal trust questionnaire (1995) and Spirito's tacit knowledge transfer questionnaire (2000) were used. The reliability of the questionnaires used with the help of Cronbach's alpha method was obtained as 0.88 and 0.86 respectively. In addition to descriptive statistics, Kolmogorov-Smirnov test, Pearson's correlation coefficient and regression test were used to analyze the data.

Findings: The results show that there is a positive and significant relationship between knowledge-based trust and employees' willingness to share knowledge and use tacit knowledge with a correlation level of 0.744 and 0.631. There is a positive and meaningful relationship between trust based on emotion and teachers' willingness to share and use tacit knowledge with correlation levels of 0.789 and 0.784. Therefore, knowledge-based trust has a stronger effect on teachers' willingness to share knowledge and use tacit knowledge than knowledge-based trust. In the emotional stage, teachers have a greater tendency to share and use tacit knowledge than in the cognitive stage.

Conclusion: The results of this research show that interpersonal trust in both dimensions based on cognition and emotion has a positive and significant effect on the sharing and application of teachers' tacit knowledge.


Main Subjects


Articles in Press, Accepted Manuscript
Available Online from 05 May 2024
  • Receive Date: 07 September 2023
  • Revise Date: 30 November 2023
  • Accept Date: 05 May 2024