Abstract
INTRODUCTION: Knowledge sharing is critical to the quality of medical education and healthcare services. However, medical teachers encounter multiple barriers, such as content dispersion and a lack of shared knowledge management. Using structural equation modeling (SEM), this study aimed to (1) assess the predictive power of the Theory of Planned Behavior (TPB) in explaining knowledge-sharing intention and behavior among medical teachers and (2) examine the moderating effect of the Big Five personality traits on the relationship between knowledge-sharing intention and behavior. METHODS: This cross-sectional correlational study involved a sample of 237 medical teachers from Shiraz University of Medical Sciences, Iran, who completed two validated and reliable questionnaires: a researcher-developed TPB questionnaire and a personality questionnaire developed by Rammstedt and John (2007). Data were collected in 2024 and analyzed using partial least squares structural equation modeling (PLS-SEM). RESULTS: Structural equation modeling analysis, conducted using SmartPLS 3, revealed that knowledge-sharing intention was significantly influenced by perceived behavioral control (β = 0.37, p < 0.001), attitude (β = 0.24, p < 0.001), and subjective norms (β = 0.28, p < 0.001). Additionally, knowledge-sharing behavior was significantly predicted by knowledge-sharing intention (β = 0.20, p < 0.001) and perceived behavioral control (β = 0.12, p < 0.01). Among the Big Five personality traits, only conscientiousness significantly moderated the knowledge-sharing intention-behavior relationship (β = 0.41, p < 0.001). CONCLUSION: By integrating the Five-Factor Model of personality into TPB, this study demonstrated that TPB is a suitable framework for predicting knowledge-sharing behavior among medical teachers. Furthermore, it revealed that personality traits, particularly conscientiousness, may mediate the relationship between knowledge-sharing intention and behavior. These findings have practical implications for medical administrators in designing effective systems and interventions to enhance knowledge sharing among academics.