Professional Expertise and Knowledge Sharing Behavior of Public Elementary School Teachers
Cenith Marthyn Binocal, Josephine Baguio
Received: 05 January 2026; Revised: 15 February 2026; Accepted: 19 February 2026; Published: 22 February 2026
DOI: https://doi.org/10.66074/JU09KI87
Abstract
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.
Keywords: descriptive-correlational, knowledge sharing behavior, professional expertise, public elementary school, teachers
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; josephinebbaguio@outlook.com
Volume 2, Issue 2, June 2026