A Study on the Effects of Knowledge Share in Virtual Community on Creative Teaching Behaviors and Teacher Efficacy
Sri Gunawan 1  
,  
 
 
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1
Department of Management, Airlangga University, Indonesia Department of Management, Airlangga University, Indonesia Jalan Air-langga No.4 Surabaya, 60286 Indonesia
2
Department of International Business, Chang Jung Christian University, Taiwan ROC
CORRESPONDING AUTHOR
Sri Gunawan   

Department of Management, Airlangga University, Indonesia Department of Management, Airlangga University, Indonesia Jalan Air-langga No.4 Surabaya, 60286 Indonesia, College of Economics and Finance City, Fujian Province, China, 362021 Quanzhou, China
Publish date: 2016-03-13
 
EURASIA J. Math., Sci Tech. Ed 2016;12(4):1101–1113
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ABSTRACT
Background:
In the information technology advance era with constantly expanded knowledge and the requirements of the general public for school education, a lot of different education ideas are introduced in the education reforms, such as school-based characteristic curriculum, teachers’ professional development, professional learning community, learning community, and flip education. Teachers, as knowledge disseminators, therefore are encountering the problem of enhancing the competitiveness. Constant learning has become an important part of teachers pursuing excellence and promoting teacher efficacy in the career. They have to constantly absorb new knowledge to conform to modern demands for professionalized teachers.

Materials and methods:
Aiming at universities in Indonesia, total 500 copies of questionnaires are distributed and 347 effective ones are responded, with the retrieval rate 69%.

Results:
The research results show significant correlations between 1.knowledge share and creative teaching, 2.creative teaching and teacher efficacy, and 3.knowledge share and teacher efficacy.

Conclusions:
Aiming at the results, suggestions are proposed in this study, expecting to promote teachers’ creative, active, and innovative teaching methods or teaching contents.

eISSN:1305-8223
ISSN:1305-8215