Investigating the Effect of Interpersonal Trust on the Transfer of Tacit Knowledge between Secondary School Teachers

پژوهشنامه کتابداری و اطلاع رسانی

Article 8, Volume 14, Issue 2 - Serial Number 28, December 2024, Pages 155-174   

Document Type: Original Article

DOI: 10.22067/infosci.2024.84088.1176

Authors

Ali Biranvand^{* 1}; Ali Shojaeifard²; Somayyeh Zarei³; Roya Arjmand Kerman⁴

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

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

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

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

Abstract

Introduction: Knowledge transfer offers significant opportunities to enhance organizational efficiency and achieve a competitive advantage. Both employees and organizations can simultaneously benefit from the potential and realized advantages of knowledge sharing and application. Organizations seeking to improve the transfer of tacit knowledge among employees should focus on fostering creativity and establishing professional relationships that facilitate the secure exchange of information. A critical factor in building workplace relationships and enabling the transfer of tacit knowledge is trust. The process of transferring tacit knowledge is inherently interactive and fundamentally rooted in trust between the involved parties. Therefore, it is essential to thoroughly and accurately examine the role of interpersonal trust in the transmission of tacit knowledge. This research aims to investigate the relationship between interpersonal trust and the transfer of tacit knowledge among secondary school teachers. Additionally, it seeks to provide strategies for fostering an environment of trust to enhance the transfer of tacit knowledge among educators. The findings of this study demonstrate the ways in which interpersonal trust influences the transfer of tacit knowledge and the extent of its impact. Furthermore, the research provides empirical insights into how trust can contribute to increased productivity and synergy in the field of education.
Methodology: This research is an applied study conducted using a descriptive-correlational methodology to examine the relationship between interpersonal trust and tacit knowledge transfer among secondary school teachers in Chaharmahal and Bakhtiari Province in 2023. The sample size, determined using Cochran's formula, consisted of 148 participants. Data collection was carried out through two validated instruments: McAllister's Interpersonal Trust Questionnaire (1995) and Spirito's Tacit Knowledge Transfer Questionnaire (2000). To analyze the relationship between interpersonal trust and the willingness to transfer tacit knowledge in the workplace, Pearson's correlation coefficient tests were employed. Furthermore, univariate regression analysis was conducted to predict the dependent variable (tacit knowledge transfer) based on the independent variable (interpersonal trust) and to assess the significance of the relationships. The reliability of the questionnaires was evaluated using Cronbach's alpha coefficient, calculated with SPSS software. Following the confirmation of the instruments' validity, a preliminary study was conducted with a sample of 20 individuals from the target population to verify the reliability and applicability of the data collection tools.
Findings: In the initial step, the findings from the reliability assessment of the questionnaire, conducted using Cronbach's alpha coefficients, indicate that coefficients of 0.88 and 0.86 were obtained for the interpersonal trust and tacit knowledge transfer constructs, respectively. These results confirm the high reliability of the questionnaire. The analysis of the relationship between knowledge-based trust in professional relationships and the willingness to share and apply tacit knowledge reveals a positive and significant association. Specifically, there is a positive relationship between knowledge-based trust and the willingness to share tacit knowledge, as well as between knowledge-based trust and the application of such knowledge. Consequently, it can be concluded that knowledge-based trust is a predictor of both the sharing of tacit knowledge and the tendency to apply it among teachers. The existence of a meaningful positive relationship between knowledge-based trust and teachers' willingness to share and use tacit knowledge suggests that individuals are more likely to utilize knowledge acquired through organizational and professional interactions. Further findings examine the relationship between emotion-based trust and the willingness to share and use tacit knowledge. The results indicate that emotion-based trust also has a positive and significant effect on teachers' willingness to share and apply tacit knowledge. These findings suggest that emotion-based trust is deeply rooted in individuals' emotional, moral, and religious dimensions. Benevolence and positive regard are key components of trust in relationships that facilitate knowledge transfer.
Discussion & conclusion: Enhancing interpersonal trust within organizations can significantly increase the willingness to transfer and utilize tacit knowledge, thereby supporting the achievement of organizational goals. The findings of this study, which examined the relationship between knowledge-based trust and emotion-based trust in relation to knowledge transfer among secondary school teachers, reveal that emotion-based trust has a stronger influence on the willingness to share and apply tacit knowledge compared to knowledge-based trust. In the emotional dimension, teachers demonstrate a greater willingness to share and utilize tacit knowledge than in the cognitive dimension. This suggests that focusing on the emotional aspects of trust, such as fostering a spirit of cooperation and benevolence among teachers, can yield highly favorable outcomes in terms of tacit knowledge sharing and application. Furthermore, it is essential to ensure that less experienced teachers benefit from the knowledge and expertise of their more experienced colleagues. In addition to promoting a collaborative spirit, this practice can create synergy, enhancing effective educational methods and benefiting the broader educational community.

Keywords

Knowledge sharing; knowledge application; knowledge transfer; interpersonal trust; cognition-based trust; emotion-based trust

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