摘要：Using data from a sample (n=294) of school teachers from various public and private schools across Pakistan, this study examined an emergent construct knowledge hiding. Injustice was identified as an important predictor of knowledge hiding by teachers.We also tested for the conditional effects of self-monitoringand injusticeon knowledge hiding. Data was analyzed using stepwise regressions analysis. Results showed a positive relationship between injustice(procedural, distributive and interactional)and knowledge hiding.We also tested for the moderating effect of selfmonitoring and injustice (procedural, distributive and interactional) on knowledge hiding. Results confirmed that for high self-monitors the relationship between injustice and knowledge hiding was weak. In the end implications for practice have been discussed..
