Interpersonal issues in knowledge sharing: the impact of professional discretion in knowledge sharing and learning communities

This study aims to provide insight into individual teachers’ behaviour and decisions regarding the exchange of knowledge, focusing on status, interdependence reciprocity, psychological safety. It highlights key role professional in knowledge-sharing development contexts. A social-constructivist perspective qualitative design (case study) were employed. Eighteen teachers upper-secondary vocational education questioned interviews or focus groups. Data was analysed by coding, interrelating, reasoning. Results show how discretion directs intercollegial communication sharing. Interpersonal issues (status, safety, reciprocity) influence about sharing with withholding knowledge from certain colleagues. Consequently, processes managing are danger falling flat when ignoring individual’s impact. emphasises importance professionals’ attitudes preferences, informal, social structures approaches development, practices, learning communities.