本研究旨在以社會支持理論來分析影響教師知識分享行為的因素，透過問卷來深入剖析教育界具有開發數位教材經驗的教師可能採行之知識分享型態，以及何種知識分享型態有利於組織目標的提昇，得到最佳的合作品質。經統計分析結果顯示，影響教師開發數位教材的社會支持類型有實質性社會支持與尊重性社會支持；而社會支持來源，有來自工作情境的支持、學習情境的支持及生活情境的支持。社會支持會正向影響組織成員間之互動密切、信任及共同願景，進而增加知識分享者的分享意圖，促使知識分享的行為。本研究由社會支持理論觀點，建立一個影響知識分享行為的理論模式，探討組織內教師成員對社會支持的感受度、組織內教師間團隊互動、組織內教師間知識分享行為三者之間的關係。經由線性結構方程式考驗顯示，就樂於知識分享的教師而言，實質性社會支持與尊重性社會支持對於知識分享並無顯著影響，得透過中介變項－團隊互動來強化社會支持效用，增加知識分享行為。建立教師的社會支持網絡，對提昇教師的知識分享行為是有幫助的。

This paper aims at the analysis of the factors which influences the knowledge sharing between teachers based on the social supporting theory. Through questionnaire analysis to the realize knowledge sharing pattern which used by the teachers with the experience of developing digital materials, and what kind of knowledge sharing pattern will help the enhancement of the organization goal, to get the best of organization advantages. According to the results of statistics, the social support patterns which influence the teacher to develop digital material are physical social support and respect social support. The social support comes from working environmental support, learning environmental support, and living environmental support. Social support positively influences the close interaction, confidence, and common vision on organization members. The results cause the intention to share so that the behavior of knowledge sharing is rising. A new model of knowledge share is proposed based on the theory of social support. The model explores the relationship among the teacher’s feel of social support, teacher’s group interaction, and teacher’s knowledge share. After running the structural equation modeling, both physical social support and respect social support don’t have apparent influence on knowledge sharing of the teacher which prefer to sharing knowledge. Group interaction is an intervening variable to reinforce the effect of social support and to raise the behavior of knowledge sharing. It’s helpful to promote knowledge share by establishing a support social network for teachers.

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