Exploring the relationship of elementary school teachers' virtual community participation on classroom management by using knowledge sharing as a mediating effect

In recent years, virtual learning environments play a significant role in teaching and learning. However, a lack of studies addresses the potential roles played by virtual community participation and knowledge sharing in effective classroom management from teachers' perspective. In this study, we explore the relationship of virtual community participation and knowledge sharing to classroom management for elementary school teachers. A total of 383 questionnaires of elementary school teachers in Taiwan are analysed by using a two-stage disjoint approach of partial least squares structural equation modelling (PLS-SEM). We show that virtual community participation alone may not have a significant impact on classroom management. In addition, teachers' knowledge sharing has a mediating effect on the relationship between virtual community participation and classroom management. Therefore, effective knowledge sharing can play an important role in improving teachers' knowledge from online communities for classroom management. These findings can help practitioners and researchers understand more insights into how teacher virtual community activities and knowledge sharing can enhance classroom management.