بررسی تأثیر اعتماد بین فردی بر انتقال دانش ضمنی معلمان دوره متوسطه.

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار، گروه علم اطلاعات و دانش‌شناسی. دانشگاه پیام نور، تهران، ایران.

2 دانشیار، گروه مدیریت دانشگاه پیام نور، تهران، ایران.

3 استادیار، گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران.

4 استادیار، گروه روان شناسی، دانشگاه پیام نور، تهران، ایران.

10.22067/infosci.2024.84088.1176

چکیده

مقدمه: یکی از عوامل مهم در شکل‌گیری روابط شغلی و انتقال دانش ضمنی در سازمان اعتماد است. انتقال دانش ضمنی یک فرایند تعاملی است که اساساً بر مبنای اعتماد بین طرفین شکل می‌گیرد. لذا ضروری است نقش اعتماد بین فردی در انتقال دانش ضمنی به شکلی جامع و دقیق مورد کنکاش قرار گیرد. این تحقیق ارتباط بین اعتماد بین فردی و انتقال دانش ضمنی را مورد بررسی قرار داده است.

روش‌شناسی: پژوهش حاضر از نظر ماهیت، یک تحقیق کاربردی است که به روش توصیفی- همبستگی به بررسی ارتباط میان اعتماد بین فردی و انتقال دانش ضمنی پرداخته است. نمونه مورد تحقیق شامل 148 نفر از معلمان دوره متوسطه آموزش و پرورش استان چهارمحال و بختیاری می‌باشند که به روش تصادفی انتخاب شده‌اند. به منظور گردآوری داده‌ها از پرسشنامه اعتماد بین فردی(1995) و پرسشنامه انتقال دانش ضمنی اسپاریتو(2000) استفاده گردید. پایایی پرسشنامه‌های مورد استفاده با کمک روش آلفای کرونباخ به ترتیب 88/0، و 86/0 به دست آمده‌ است. علاوه بر آمار توصیفی، از آزمون کولموگروف - اسمیرنوف و ضریب همبستگی پیرسون و آزمون رگرسیون جهت تجزیه‌وتحلیل داده‌ها استفاده شده‌است.

یافته‌ها: نتایج نشان می‌دهد که بین اعتماد مبتنی بر شناخت و تمایل کارکنان برای اشتراک دانش و بکارگیری دانش ضمنی رابطه‌ مثبت و معناداری به میزان همبستگی 744/0 و 631/0 وجود دارد. بین اعتماد مبتنی بر عاطفه و تمایل معلمان برای اشتراک‌گذاری و بکارگیری دانش ضمنی رابطه‌ مثبت و معناداری به میزان همبستگی 789/0 و 784/0 وجود دارد. بنابراین، اعتماد مبتنی بر شناخت نسبت به اعتماد مبتنی بر شناخت تأثیر قوی‌تری بر تمایل به اشتراک دانش و بکارگیری دانش ضمنی معلمان دارد. معلمان در مرحله عاطفی تمایل بیشتری به اشتراک و بکارگیری دانش-ضمنی نسبت به مرحله شناختی دارند.

نتیجه: نتایج تحقیق حاضر نشان می‌دهد که اعتماد بین فردی در هر دو بعد مبتنی بر شناخت و عاطفه تأثیر مثبت و معناداری بر اشتراک و بکارگیری دانش ضمنی معلمان دارد.

کلیدواژه‌ها

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