The impact of mobile social media on knowledge sharing among vocational school teachers: A social cognitive career perspective

In the rapidly evolving field of information systems, the role of mobile-based social media as a platform for knowledge sharing among vocational schoolteachers presents both opportunities and challenges. This study addresses a critical gap in the understanding of how psychological factors (such as self-efficacy) and contextual factors (such as trust environments) influence knowledge-sharing behaviours in information systems. This study includes 332 vocational schoolteachers and employs structural equation modelling to examine how psychological and contextual factors enhance or inhibit sharing intentions. The results revealed that psychological factors significantly impact sharing intentions, whereas contextual factors bolster self-efficacy and behaviours. The findings offer valuable insights into the optimisation of information systems environments to facilitate effective knowledge sharing, thereby contributing to enhanced collaborative practices and technology adoption in educational settings. This research underscores the need to integrate social cognitive career theory into information systems to better understand the complex dynamics of knowledge sharing on mobile platforms.