Research on teacher collaboration emphasizes the key role of collaborative culture for teachers’ functioning; however, there is little empirical evidence to investigate its relationship with knowledge sharing among university ESP teachers. In the present study, the relationship between EFL teachers’ collaborative climate and knowledge sharing was sought. The data were collected through two surveys of 328 Iranian ESP teachers. A Pearson correlation was carried out to investigate the relationship between the two variables of the study. A multiple regression analysis was also run to examine if ESP teachers’ collaborative climate predicts their knowledge sharing. A follow-up interview with 13 ESP teachers was conducted to consolidate the findings and explore the contribution of teachers’ collaborative climate to their knowledge sharing. The Pearson correlation coefficient test demonstrated a significant positive correlation for four measures (organizational culture, the head of department, teachers’ attitude, workgroup support), and the collaborative climate. The results of the multiple regression also indicated that four subscales of collaborative climate were the predictors of ESP teachers’ attitude towards knowledge sharing. Analysis of the interview data, on the other hand, indicated how teachers’ collaborative climate contributes to their knowledge sharing through one of the four main sources, namely helpful atmosphere, encouragement received from the heads of departments, the expectation of reward, and work group support. In line with these findings, several practical recommendations were offered.

中文翻译：

---

ESP 教师之间的协作氛围和知识共享：一项混合方法研究

教师协作研究强调协作文化对教师职能的关键作用；然而，几乎没有实证证据来调查其与大学 ESP 教师之间知识共享的关系。在本研究中，寻求外语教师合作氛围与知识共享之间的关系。这些数据是通过对 328 名伊朗 ESP 教师的两次调查收集的。进行 Pearson 相关以研究研究的两个变量之间的关系。还进行了多元回归分析，以检查 ESP 教师的协作氛围是否可以预测他们的知识共享。对 13 名 ESP 教师进行了后续访谈，以巩固调查结果并探讨教师协作氛围对他们的知识共享的贡献。皮尔逊相关系数检验表明，四项指标（组织文化、系主任、教师态度、工作组支持）和协作氛围呈显着正相关。多元回归的结果还表明，合作气氛的四个分量表是 ESP 教师对知识共享态度的预测因子。另一方面，对访谈数据的分析表明，教师的协作氛围如何通过四个主要来源之一促进他们的知识共享，即有益的氛围、部门负责人的鼓励、奖励的期望和工作组支持。根据这些发现，提出了一些实用的建议。