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Relationship Between the Motivational Language of School Administrators and Tacit Knowledge Sharing of Teachers

Relationship Between the Motivational Language of School Administrators and Tacit Knowledge Sharing of Teachers
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Author(s): Serdar Yener (Sinop University, Turkey) and Aykut Arslan (Piri Reis University, Turkey)
Copyright: 2020
Pages: 31
Source title: Information Diffusion Management and Knowledge Sharing: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-0417-8.ch027

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Abstract

This chapter investigates motivational language of school administrators and its effect on tacit knowledge sharing - which may hold vital and critical importance – by teachers at schools. While doing this, the contextual factors regarding organisational culture, such as the employee voice and perceived psychological safety are also taken into consideration. It is expected that the use of a motivational language by administrators that reduces uncertainty and helps create understanding and empathy, and which thus forms a positive environment that increase employee voice, will also have an effect on tacit knowledge sharing. Additionally, the effect of motivational language can be enhanced through psychological safety perceived by the employees, which in turn is dependent on the work environment. As such, a higher perception of psychological safety will tend to increase employee voice and the level tacit knowledge sharing. Finally, implications for knowledge literature and suggestions for future studies are also discussed.

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