Professional Expertise and Knowledge Sharing Behavior of Public Elementary School Teachers

This study examined the relationship between professional expertise and knowledge sharing behavior among public elementary school teachers in Mati Central District, Division of Mati City.Using a descriptive-correlational design, 198 teachers completed standardized questionnaires measuring professional expertise and knowledge sharing behavior.Descriptive statistics showed very extensive professional expertise and very extensive knowledge sharing behavior.Pearson correlation indicated a high, significant positive relationship between professional expertise and knowledge sharing behavior.Multiple linear regression further showed that all four domains significantly predicted knowledge sharing behavior, with the model explaining 51.8% of variance.Findings underscore the value of strengthening teachers' expertise to sustain collaborative knowledge exchange in public elementary schools.School leaders should institutionalize mentoring and learning communities systematically.