Knowledge management and self-efficacy among Chinese middle school teachers

This study aimed to explore the relationship between Chinese teachers' knowledge management behavior and their self-efficacy and analyze the factors that may affect this relationship.Through a questionnaire survey and in-depth interviews with middle school teachers in Hebei, China, this study collected data on teachers' knowledge management practices, self-efficacy levels, and related background information.Research has found that Chinese teachers generally recognized the importance of knowledge management in teaching practice and actively managed and shared teaching experience and resources through information technology tools such as electronic lesson plans.These behaviors not only help improve teaching effectiveness, but also enhanced teachers' confidence and satisfaction in educational practice.The research results showed that teachers' self-efficacy was positively correlated with their knowledge management ability.Even when faced with challenges and difficulties, teachers who were able to effectively manage and apply their teaching knowledge often exhibited higher self-efficacy, are more likely to adopt proactive coping strategies, and maintained optimistic evaluations and expectations of their teaching abilities.Further analysis revealed that the educational background and teaching experience of individual teachers had a significant impact on the formation of knowledge management behavior and self-efficacy.Teachers with higher educational backgrounds and longer teaching experience tended to have more systematic knowledge management strategies, resulting in stronger self-efficacy.Teachers with higher information technology proficiency can more effectively utilize technological tools for knowledge management, thereby further enhancing their self-efficacy.In summary, this study revealed the close relationship between knowledge management and self-efficacy among Chinese teachers and provided practical recommendations for educational managers and teachers to promote their professional development.In future educational practices, emphasis should be placed on enhancing teachers' information technology training and knowledge management abilities to better support their personal growth and improve the quality of education and teaching.