Korean Educational Development Institute(KEDI)

This study examined the structural relationships among innovative school climate, knowledge sharing, work engagement, and knowledge creation activities among high school teachers in Korea. It also investigated the mediating roles of teachers’ organizational behaviors―knowledge sharing and work engagement―in explaining the impact of a school’s innovation climate on teachers’ knowledge creation practices. The authors obtained 1,125 responses from 38 Korean high schools. Structural equation modeling (SEM) and the Sobel test were mainly employed to examine empirically the proposed model and hypotheses. The results indicate that an innovative school climate positively influences teachers’ knowledge sharing and work engagement and affects the outcome variable, teachers’ knowledge creation practices. We also found that the two proposed behavioral factors act as mediators linking schools’ innovation climate with teachers’ knowledge creation.