Abstract

Innovative work behavior plays a vital role in enhancing teaching effectiveness and fostering secondary teachers’ professional development, while the management of knowledge—particularly tacit knowledge—serves as a key driver in stimulating such innovative behaviors. Based on the Theory of Dynamic Knowledge Creation, this study investigates the relationships among tacit knowledge acquisition, tacit knowledge sharing, and teachers’ innovative work behavior, while also examining the moderating effect of knowledge quality. Through questionnaire surveys, statistical analyses were conducted on 1,138 valid responses using SPSS26.0 and Mplus8.3. The results indicate that: (1) The acquisition of tacit knowledge positively influences teachers’ tacit knowledge sharing and innovative work behavior. (2) Tacit knowledge sharing demonstrates a significant mediating role in the relationship between teachers’ tacit knowledge acquisition and their innovative work behavior. (3) Knowledge quality plays a positive moderating role in the impact of teachers’ tacit knowledge sharing on innovative work behavior. The results help understand the influence mechanism of tacit knowledge management on the innovative work behavior of secondary teachers.

Keywords: Tacit knowledge acquisition, Tacit knowledge sharing, Innovative work behavior, Knowledge quality