A Structural Equation Modeling Approach to Examine EFL Teachers’ Online Knowledge Sharing, Teaching Commitment, and Self-Efficacy

Although teacher-related factors have been regarded as significant elements in shaping the educational system, there is a scarcity of research regarding the relationship between teachers’ online knowledge sharing, commitment, and teachers’ self-efficacy. In this study, a quantitative correlational methodology and structural equation modeling were employed to address the research hypotheses. To achieve this, 113 English as a Foreign Language (EFL) teachers were selected through convenience sampling. Three questionnaires—namely, online knowledge sharing behavior, teaching commitment, and teachers' self-efficacy—were utilized to collect the data. The findings showed that knowledge sharing had a significant effect on teachers' commitment. Additionally, knowledge sharing had a significant effect on self-efficacy, which acted as a mediating variable. Furthermore, self-efficacy affected teachers' teaching commitment. Self-efficacy as a mediating variable strengthens the effect of knowledge sharing on teaching commitment. Overall, the findings supported the proposed hypothetical model of the variables. These results carry significance both theoretically and practically and provide valuable insights.