Abstract Research indicates that knowledge sharing promotes teacher professional learning opportunities and development. However, it is yet to be known what motivates teachers in rural schools in sharing their knowledge as they may face more challenges than teachers in urban areas when sharing. This study examined factors explaining rural teachers' sharing behavior regarding digital educational resources, both within and outside school, as posited by combining motivation theory and the integrative model of behavior prediction. Self-reported questionnaires from 709 rural teachers were collected and analyzed employing the Structural Equation Modeling. Different motivational factors were found to be related to sharing behavior within school and outside school. More specifically, internal motivation was positively and external motivation was negatively related to sharing behavior in both contexts. Moreover, sharing intention and sharing climate significantly explained teachers' sharing behavior, but only outside school. A mediation analysis using a bias-corrected bootstrapping method revealed that the effect of internal motivation on sharing intention within school was mediated through self-efficacy and attitudes whereas the effect of external motivation on sharing intention outside school was only mediated by attitudes. These findings contribute to a better understanding of how to support teachers’ sharing behavior in different contexts.

中文翻译：

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农村教师共享数字教育资源：从动机到行为

摘要 研究表明，知识共享促进了教师专业学习的机会和发展。然而，农村学校教师分享知识的动机尚不清楚，因为他们在分享知识时可能比城市地区教师面临更多挑战。本研究结合动机理论和行为预测的综合模型，研究了解释农村教师在校内外共享数字教育资源行为的因素。使用结构方程模型收集并分析了 709 名农村教师的自我报告问卷。发现不同的动机因素与校内和校外的分享行为有关。进一步来说，在两种情况下，内部动机与共享行为呈正相关，而外部动机与共享行为呈负相关。此外，分享意愿和分享氛围显着解释了教师的分享行为，但仅限于校外。使用偏差校正自举方法的中介分析表明，内部动机对校内分享意愿的影响是通过自我效能感和态度来调节的，而外部动机对校外分享意愿的影响仅受态度的中介。这些发现有助于更好地理解如何支持教师在不同背景下的分享行为。使用偏差校正自举方法的中介分析表明，内部动机对校内分享意愿的影响是通过自我效能感和态度来调节的，而外部动机对校外分享意愿的影响仅受态度的中介。这些发现有助于更好地理解如何支持教师在不同背景下的分享行为。使用偏差校正自举方法的中介分析表明，内部动机对校内分享意愿的影响是通过自我效能感和态度来调节的，而外部动机对校外分享意愿的影响仅受态度的中介。这些发现有助于更好地理解如何支持教师在不同背景下的分享行为。