The Mechanism of the Impact of University Teachers' Silence Behavior on Innovation Performance: The Mediating Role of Tacit Knowledge Sharing and the Moderating Role of Organizational Voice Climate

Introduction To explore the impact mechanism of university teachers' silence behavior on innovation performance, clarify the mediating role of tacit knowledge sharing and the moderating role of organizational voice climate, and reveal the role of individual psychological traits (emotional regulation ability, creative self-efficacy) from a psychological perspective, so as to provide theoretical and practical support for improving university teachers' innovation performance and reducing silence behavior. Methods This study adopted a mixed research method of "literature analysis + individual interviews + questionnaire survey + empirical testing". Questionnaires were distributed to university teachers nationwide, and 412 valid samples were collected. SPSS and AMOS software were used for reliability and validity testing, mediating effect analysis, and moderating effect analysis. Results University teachers' silence behavior has a significant negative impact on innovation performance; tacit knowledge sharing plays a full mediating role between the two; organizational voice climate can moderate the entire path of "teachers' silence behavior—tacit knowledge sharing—innovation performance"; teachers with weak emotional regulation ability are more likely to be affected by silence behavior. Conclusions To reduce teachers' silence behavior and improve their innovation performance, it is necessary to create a positive organizational voice climate, improve the tacit knowledge sharing mechanism, and implement differentiated interventions based on psychological traits.