Knowledge Sharing Practices 1 The International Science Education Conference 2014 (ISEC 2014) National Institute of Education, Singapore | 25-27 November 2014 Knowledge Sharing Practices of Public High School Science Teachers in San Pablo City, Laguna Philippines Geri Mae A. Tolentino and Rosario V. Tatlonghari, Department of Science Communication College of Development Communication, University of the Philippines Los Baños The International Science Education Conference 2014 (ISEC 2014) National Institute of Education, Singapore Abstract Knowledge sharing practices of 77 public high school science teachers in San Pablo City, Laguna were studied using the Social Network Theory and Social Cognitive Theory. The teachers’ socio-demographic characteristics, nature of knowledge sharing, effects of environmental and personal factors, and social network structure were determined through a survey. Key Informant Interview (KII) was done with the science supervisor to validate quantitative data. Respondents were mostly college graduates, female, 37 years old or younger, and had been teaching science for 12 years or less. Their knowledge sharing behavior was studied through an evaluation of statements regarding environmental and personal factors. On environmental factors, they are motivated by recognition and rewards for sharing, but rewards should not necessarily be monetary (incentive motivation). Facilitation for knowledge sharing is primarily infrastructure. On personal factors, division science teachers perceive that they will still share knowledge to colleagues even if: a) they do not see their colleagues do it; b) the administration does not support its practice and; c) there are no clear instructions on how to do knowledge sharing (observational learning). They also have their own will to share (self-regulation). They perceive that knowledge sharing will enhance productivity (psychological determinants). Through Social Network Analysis science teachers who usually have top positions were found to be the influential and prominent actors of the network and thus, initiate knowledge sharing. Meaning, leaders have big roles in organizing knowledge sharing activities and encouraging fellow teachers to also share knowledge. Keywords: knowledge sharing, science teachers, motivation, Social Cognitive Theory, social network Introduction In the 2000s, researches on Knowledge Management (KM) for Education began to emerge (Carroll, Choo, Dunlap, Isenhour, Kerr, Maclean & Rosson, 2000; Petrides & Nodine, 2003). Researchers have argued that it is time to conduct studies in KM4E because society’s future is at risk. Furthermore, with a limited budget, the academe does not have enough income to hire KM consultants and purchase high-end KM tools (Carroll et al, 2000). To first start a KM strategy, knowledge sharing among teachers should be studied. However, studies show that teachers are poor knowledge sharers toward their colleagues (Awang, Ismail & Kareem, 2012; Fullan, 2000). This is caused by a lack of time, rewards, opportunities, and venues that hinder them to share knowledge. Teachers, the principal knowledge