Collaborative Climate and Knowledge Sharing among ESP Teachers: A Mixed Method Study
Research on teacher collaboration emphasizes the key role of collaborative culture for teachers’ functioning; however, there is little empirical evidence to investigate its relationship with knowledge sharing among university ESP teachers. In the present study, the relationship between EFL teachers’...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
National Research University Higher School of Economics
2021-06-01
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| Series: | Journal of Language and Education |
| Subjects: | |
| Online Access: | https://jle.hse.ru/article/view/11921/12933 |
| _version_ | 1818837000925478912 |
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| author | Majid Farahian Farshad Parhamnia |
| author_facet | Majid Farahian Farshad Parhamnia |
| author_sort | Majid Farahian |
| collection | DOAJ |
| description | Research on teacher collaboration emphasizes the key role of collaborative culture for teachers’ functioning; however, there is little empirical evidence to investigate its relationship with knowledge sharing among university ESP teachers. In the present study, the relationship between EFL teachers’ collaborative climate and knowledge sharing was sought. The data were collected through two surveys of 328 Iranian ESP teachers. A Pearson correlation was carried out to investigate the relationship between the two variables of the study. A multiple regression analysis was also run to examine if ESP teachers’ collaborative climate predicts their knowledge sharing. A follow-up interview with 13 ESP teachers was conducted to consolidate the findings and explore the contribution of teachers’ collaborative climate to their knowledge sharing. The Pearson correlation coefficient test demonstrated a significant positive correlation for four measures (organizational culture, the head of department, teachers’ attitude, workgroup support), and the collaborative climate. The results of the multiple regression also indicated that four subscales of collaborative climate were the predictors of ESP teachers’ attitudes towards knowledge sharing. Analysis of the interview data, on the other hand, indicated how teachers’ collaborative climate contributes to their knowledge sharing through one of the four main sources, namely helpful atmosphere, encouragement received from the heads of departments, the expectation of reward, and work group support. In line with these findings, several practical recommendations were offered. |
| first_indexed | 2024-12-19T03:15:33Z |
| format | Article |
| id | doaj.art-3d95245fa09048c09bbaa1b3e952af2b |
| institution | Directory Open Access Journal |
| issn | 2411-7390 |
| language | English |
| last_indexed | 2024-12-19T03:15:33Z |
| publishDate | 2021-06-01 |
| publisher | National Research University Higher School of Economics |
| record_format | Article |
| series | Journal of Language and Education |
| spelling | doaj.art-3d95245fa09048c09bbaa1b3e952af2b2022-12-21T20:37:54ZengNational Research University Higher School of EconomicsJournal of Language and Education2411-73902021-06-0172124139https://doi.org/10.17323/jle.2021.11921Collaborative Climate and Knowledge Sharing among ESP Teachers: A Mixed Method StudyMajid Farahian0https://orcid.org/0000-0002-5367-5138Farshad Parhamnia1https://orcid.org/0000-0003-1509-3329Islamic Azad University, Kermanshah Branch Islamic Azad University, Kermanshah BranchResearch on teacher collaboration emphasizes the key role of collaborative culture for teachers’ functioning; however, there is little empirical evidence to investigate its relationship with knowledge sharing among university ESP teachers. In the present study, the relationship between EFL teachers’ collaborative climate and knowledge sharing was sought. The data were collected through two surveys of 328 Iranian ESP teachers. A Pearson correlation was carried out to investigate the relationship between the two variables of the study. A multiple regression analysis was also run to examine if ESP teachers’ collaborative climate predicts their knowledge sharing. A follow-up interview with 13 ESP teachers was conducted to consolidate the findings and explore the contribution of teachers’ collaborative climate to their knowledge sharing. The Pearson correlation coefficient test demonstrated a significant positive correlation for four measures (organizational culture, the head of department, teachers’ attitude, workgroup support), and the collaborative climate. The results of the multiple regression also indicated that four subscales of collaborative climate were the predictors of ESP teachers’ attitudes towards knowledge sharing. Analysis of the interview data, on the other hand, indicated how teachers’ collaborative climate contributes to their knowledge sharing through one of the four main sources, namely helpful atmosphere, encouragement received from the heads of departments, the expectation of reward, and work group support. In line with these findings, several practical recommendations were offered.https://jle.hse.ru/article/view/11921/12933collaborative climateknowledge sharingesp teachers |
| spellingShingle | Majid Farahian Farshad Parhamnia Collaborative Climate and Knowledge Sharing among ESP Teachers: A Mixed Method Study Journal of Language and Education collaborative climate knowledge sharing esp teachers |
| title | Collaborative Climate and Knowledge Sharing among ESP Teachers: A Mixed Method Study |
| title_full | Collaborative Climate and Knowledge Sharing among ESP Teachers: A Mixed Method Study |
| title_fullStr | Collaborative Climate and Knowledge Sharing among ESP Teachers: A Mixed Method Study |
| title_full_unstemmed | Collaborative Climate and Knowledge Sharing among ESP Teachers: A Mixed Method Study |
| title_short | Collaborative Climate and Knowledge Sharing among ESP Teachers: A Mixed Method Study |
| title_sort | collaborative climate and knowledge sharing among esp teachers a mixed method study |
| topic | collaborative climate knowledge sharing esp teachers |
| url | https://jle.hse.ru/article/view/11921/12933 |
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