Performance Pressure Effect on Knowledge Hiding: A Perspective of Chinese Education Culture

Information from the abstract

Knowledge sharing is a critical aspect of information and communication interactions and significantly influences teacher performance. In the context of Chinese academia, cultural values such as collectivism, respect for hierarchy, and social harmony shape knowledge sharing among teachers. This study investigates how performance pressure affects teacher knowledge hiding, with a psychological contract breach as a mediator and teacher psychological resilience as a moderator. Four hundred twenty university teachers across 14 cities in Guangxi, China, a region known for its ethnic diversity and rapid educational development, filled out the questionnaire. Structural equation modeling (SEM) was used to examine the proposed research hypotheses. The results show that performance pressure significantly increases psychological contract breach and knowledge hiding. Additionally, psychological contract breach partially mediates the relationship between performance pressure and knowledge hiding. Psychological resilience moderates the effects of teachers' performance pressure on psychological resilience and knowledge hiding. These results confirm that teachers' performance pressure from school management is critical to both psychological well-being and knowledge exchange behavior. In the Chinese cultural context, values such as group cohesion help facilitate knowledge sharing among teachers and reduce the tendency toward knowledge hiding.

Why this record is monitored

This record has an Impact Signal of 85/100 based on recency, source, collaboration, and bibliographic signals. It prioritizes monitoring and is not a judgment of research quality.

Related topics: Knowledge Management and Sharing · Job Satisfaction and Organizational Behavior · Knowledge Management in Higher Education