The effect of knowledge sharing on the innovative behavior for physical education teachers at college mediated by psychological empowerment ZHENG Junyi，LU Wangang
(1.School of Physical Education，Huazhong University of Science & Technology， Wuhan 430074，China；2.Wuhan Sports University，Wuhan 430079，China)
Abstract: Based on the theory of planned behavior (TPB) and social exchange theory (SET) frameworks, by exploring the influence of psychological empowerment factors in mediating knowledge sharing on teachers' innovative behavior, it was found that: The professional characteristics of physical education teachers at colleges are related to their implicit personality and work environment. The marginal status of the college physical education discipline and the absence of an organizational culture of innovation are the root causes of the low level of self-efficacy and innovative behavior dilemmas of physical education teachers at college. Knowledge sharing in higher education is characterized by different degrees of heterogeneous transferability, communication openness, and collaborative competition. Enhancing teachers’ mental capacity by encouraging them to participate in knowledge sharing activities, which in turn leads to more productive and innovative work behaviors, is a feasible path to gain a competitive advantage in physical education disciplines at college. Given that, college empowerment practices should pay full attention to the identification, development and application of the psychological needs of college physical education teachers, and provide high-quality and sustainable internal power sources for the modern development of college physical education teachers through the establishment of a perfect organizational innovation culture and a shared guarantee and incentive system.
Key words: sports psychology；knowledge sharing；psychological empowerment；employee innovative behavior； physical education teachers at college