2026 IJRSE – Volume 15 Issue 22
Available Online: 24 October 2026
Author/s:
Urban, Eden Joy S.
Department of Education-SDO Nueva Vizcaya, Philippines
Vadil, Carlo F.*
Nueva Vizcaya State University, Philippines (drvadil888@yahoo.com)
Agustin, Arnel A.
Nueva Vizcaya State University, Philippines
Abstract:
This study examined the relationship between psychological safety and knowledge-sharing behavior among public elementary school teachers in Bambang II District during School Year 2025–2026. Specifically, it assessed psychological safety in terms of interpersonal risk-taking, openness in communication, respect and inclusion, supportive leadership, and error tolerance and learning from mistakes, as well as knowledge-sharing behavior in terms of sharing instructional strategies, sharing teaching materials, mentoring and peer coaching, collaborative problem-solving, and participation in professional learning communities. Employing a quantitative descriptive-correlational research design, the study gathered data through valid and reliable research instruments. Weighted means were used to determine the levels of psychological safety and knowledge-sharing behavior, while the Spearman Rank Correlation Coefficient was employed to examine the relationships between the variables at the 0.05 level of significance. Findings revealed that psychological safety was assessed at a very good level (M = 4.41), with supportive leadership receiving the highest rating (M = 4.53). Knowledge-sharing behavior was likewise rated very good (M = 4.37), with mentoring and peer coaching obtaining the highest rating (M = 4.52). A weak but statistically significant positive relationship was found between psychological safety and knowledge-sharing behavior (r = 0.259, p = 0.007). Among the dimensions, supportive leadership demonstrated the strongest significant relationship with knowledge-sharing behavior (r = 0.374, p = 0.001). Based on the findings, Project SAFE-KNOW, a values-based capacity-building program, was developed to strengthen psychological safety, professional collaboration, and knowledge-sharing practices among teachers. The study underscores the importance of supportive leadership and open communication in fostering a collaborative and knowledge-sharing school culture.
Keywords: knowledge-sharing behavior, professional collaboration, psychological safety, public elementary school teachers, school culture
DOI: https://doi.org/10.5861/ijrse.2026.26433
Cite this article:
Urban, E. J. S., Vadil, C. F., & Agustin, A. A. (2026). Psychological safety and knowledge sharing behavior of public elementary school teachers in Bambang II District. International Journal of Research Studies in Education, 15(22), 83-94. https://doi.org/10.5861/ijrse.2026.26433
* Corresponding Author