The interactive effects of personality and burnout on knowledge sharing among teachers

Jinfeng Zhang1, Mingjie Zhou2, Jianxin Zhang2
1Key Laboratory of Mental Health, Institute of Psychology, and Department of Applied Social Sciences, Chinese Academy of Sciences–University of Chinese Academy of Sciences and City University of Hong Kong, People’s Republic of China
2Key Laboratory of Mental Health, Institute of Psychology  , Chinese Academy of Sciences, People’s Republic of China
Cite this article:  Zhang, J., Zhou, M., & Zhang, J. (2016). The interactive effects of personality and burnout on knowledge sharing among teachers. Social Behavior and Personality: An international journal, 44(8), 1267-1280.

Volume 44 Issue 8 | e5498 | Published: September 2016 | DOI: https://doi.org/10.2224/sbp.2016.44.8.1267

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Knowledge sharing is an important organizational resource and should be encouraged in the field of teaching. We used a cross-sectional design, and 796 teachers in primary or secondary schools completed measures of the Big Five personality traits, burnout, and knowledge sharing. The results showed that (a) in the regression model, the traits of extraversion and agreeableness were positively associated with knowledge sharing, but conscientiousness, openness, and neuroticism were not significant in predicting knowledge sharing; (b) burnout was negatively associated with knowledge sharing after controlling for personality; and (c) burnout moderated the relationship between personality and knowledge sharing; that is, compared with those with a high score for burnout symptoms, the relationship between personality and knowledge sharing was stronger for those with a low score for burnout symptoms. The results suggest that interventions aimed at reducing teachers’ burnout might be helpful for improving their knowledge sharing.

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