Abstract: In the context of the reform and development of education in the new era, how to motivate teachers' knowledge sharing behavior in knowledge management is the key to successful improving the quality of schooling. The research objects in the past mainly focus on the group of employees, and There is a relative lack of research on teachers (primary and secondary school teachers). In the past, few studies have studied the two variables of organizational identity and team identity at the same time in the study of the driving mechanism of knowledge sharing. At the same time, the previous research on the impact of knowledge sharing is mostly concentrated in the perspective of interpersonal relationships, but less on the influence of relationship conflict. In view of this, drawing on social identity theory and interpersonal conflict theory, the study develops a moderated mediation model to investigate the roles of team identification and relationship conflict that play in the relationship between organization identification and knowledge sharing. We conduct a survey on teachers of primary and secondary schools located in Beijing and collect 1342 useful data. Data were analyzed using Mplus7.0, SPSS24.0 and the SPSS macro PROCESS which was specifically developed for assessing the complex models including both mediator and moderator. The Cronbach’s alpha coefficients for the above measures were from 0.723 to 0.871 showing good reliability. Correlation analysis and hierarchical regression modeling were used to test the hypotheses proposed. In line with hypotheses, regression results revealed that: (1) organization identification has significant positive effects on knowledge sharing; (2) team identification partly mediates the influence of organization identification on knowledge sharing; (3) relationship conflict moderates the influence of team identification on knowledge sharing. After this, we drew an interaction graph which further confirmed the moderate effect of relationship conflict on the relationship between team identification and knowledge sharing. The present study highlights the mediating role of team identification and the moderating role of relationship conflict in the effect of organization identification on knowledge sharing. It may contribute to a better understanding of the effects as well as its paths and conditions of organization identification on knowledge sharing of primary and secondary school teachers. Moreover, it can also provide constructive suggestions for promoting the knowledge management of school and enhancing the quality of education by driving the knowledge sharing of teachers. The present research has certain theoretical and practical significance, however, there are still some limitations and deficiencies in this study, which needs to be improved and perfected in the future. In terms of limitations, (1) the data only collected under the design of cross section research, which makes the causality of the variable difficult to effectively confirm; which makes the causality of the variable difficult to effectively confirm; future studies are necessary to collect data with multi-period point measurement. (2) we collected the data from schools in Beijing; the generalization of the findings to other areas may be problematic. (3) we didn't distinguish interpersonal relationship conflict from leader or colleague; future studies are necessary to collect subordinate-supervisor and colleague-colleague dyads data.

Key words: organization identification, knowledge sharing, team identification, relationship conflict, moderated mediation model

摘要： 基于社会认同理论和人际冲突理论相结合的视角，通过对20所中小学校的1342名教师的问卷调查，考察了团队认同在中小学教师组织认同与知识共享关系中的中介作用以及关系冲突对该关系的调节作用。数据分析结果表明：中小学教师组织认同显著正向影响知识共享，团队认同在组织认同与知识共享之间起着部分中介作用，关系冲突显著调节组织认同通过团队认同影响知识共享的间接效应，在低关系冲突的条件下，团队认同在组织认同影响知识共享过程中的中介作用显著，但在高关系冲突的条件下，团队认同的中介作用不明显。

关键词: 组织认同, 知识共享, 团队认同, 关系冲突, 有调节的中介效应