Faculty professional autonomy has been highlighted in higher education settings. One way for university faculty to develop their professional knowledge as well as enhance their instructional quality is through communicating and sharing knowledge with colleagues. This study examines the relationship between university faculty's motivation, trust, and flow experience as they join faculty learning communities (FLCs) and their knowledge-sharing behaviors. A survey questionnaire was used to collect data from a faculty in an urban university (N = 192). The results indicated that university faculty's motivation, trust, and flow experienced in FLCs individually had a significant effect on their knowledge-sharing behavior in FLCs. However, collectively, only motivation and flow experience demonstrated significant influences on faculty knowledge-sharing behaviors, whereas trust had no significant effect on the promotion of university faculty knowledge-sharing behaviors in FLCs.
大學校園的文化中強調教師自主性，許多專業知識需要藉由彼此交流分享，與同儕互相切磋交流以持續發展教師專業及提升教學品質。本研究旨在探討大學教師參與學習社群的動機以及社群成員之間的信任，特別是在社群活動中所經歷的心流，檢視其對促進社群的知識分享的影響。本研究採問卷調查法，以一所都會型大學中，參與學習社群的專任教師為母群體實施普查（N=192）。研究結果發現：教師參與社群動機、信任、心流體驗分別對教師知識分享有顯著預測力；然而當所有因素一起投入作為預測變項時，只有參與動機和心流體驗能顯著地影響知識分享，而信任對提升大學教師學習社群中的分享行為並無顯著影響。
