Supporting teacher knowledge sharing in China
The effect of principal authentic leadership, teacher psychological empowerment and interactional justice
Bibliographic Data
| ID | 21784147 |
|---|---|
| Authors | Sen Zhang (0000-0001-9839-5722), Runtian Long (0000-0002-6732-7134, corresponding author), Alex J Bowers (0000-0002-5140-6428) |
| Year | 2024 |
| Volume | 52 |
| Issue | 5 |
| Pages | 1252-1270 |
| Publication date | 2024-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Management Administration & Leadership (JOURNAL) |
| Journal identifiers | ISSN: 1741-1432 • E-ISSN: 1741-1440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/17411432221120330 |
| OpenAlex | W4292574444 |
| Language | EN |
| Citations received | 11 |
| References cited | 68 |
Teacher knowledge sharing plays a critical role in teacher professional development and education reforms, and principal leadership acts as a facilitator in this process. The current study investigates how and under what conditions principal authentic leadership contributes to teacher knowledge sharing. Data collected from 890 teachers in 29 primary schools in mainland China were analysed using regression analysis and bootstrapping tests. This research tested a moderated mediation model of principal authentic leadership effects on teacher knowledge sharing in which teacher psychological empowerment was included as the mediator and interactional justice as the moderator. The results affirmed the partial mediation model and found significant direct and indirect effects of principal authentic leadership on teacher knowledge sharing. Moreover, interactional justice positively moderated the relationship between authentic leadership and psychological empowerment and further strengthened the whole mediating mechanism. When teachers perceived higher interactional justice, the effects of principal authentic leadership on teacher knowledge sharing were stronger than on counterparts who perceived low interactional justice. Our discussion highlights the benefits of understanding the roles of psychological empowerment and interactional justice involved in the effectiveness of authentic leadership on teacher knowledge sharing and offers recommendations for school leadership practices
Authentic leadership · Economic Justice · Empowerment · Facilitator · Interactional justice · Knowledge management · Knowledge sharing · Mediation · Moderated mediation · Organizational commitment · Organizational justice · Pedagogy · Political science · Knowledge Management and Sharing · Motivation and Self-Concept in Sports · Psychology · Social Psychology
Promoting teacher knowledge sharing in China
The influence of authentic leadership on teacher performance in Guiyang public primary schools
Spiritual leadership and teacher well-being in primary and secondary schools
Principal Leadership and Teacher Outcomes
Beyond leadership
Leveraging Authentic Leadership for Teachers’ Professional Identity in China
From support to prohibitive voice
Constructing a model of the factors related to the job wellbeing of preschool teachers in China
The state of research on educational leadership in Mainland China
Leadership for diversity
Enhancing teacher innovative practices through principal learning‐centred leadership and teacher knowledge sharing
Justice as a Mediator of the Relationship Between Methods of Monitoring and Organizational Citizenship Behavior.
Target Article
The psychological conditions of meaningfulness, safety and availability and the engagement of the human spirit at work
Empowering Leadership in Management Teams
Changing Leadership for Changing Times
Knowledge sharing
Self-determination in a work organization.
Fostering Teacher Professionalism in Schools
Bringing context out of the shadows of leadership
Justice at the millennium
On the dimensionality of organizational justice
A Dynamic Theory of Organizational Knowledge Creation
Social Exchange Theory
Authentic leadership and teachers’ voice behaviour
Principal's leadership and teacher-to-teacher knowledge-sharing in Iranian schools
How school leadership practices relate to student outcomes
Breaking down the walls of weak knowledge-sharing among Iranian teachers
Knowledge management for improving school strategic planning
Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning
The Structure and Measurement of Enterprise Staffs’Knowledge-Sharing Behavior in China
The effect of interactional justice on employee well-being
Addressing Moderated Mediation Hypotheses
HPWS and knowledge sharing behavior
Transformational leadership and organizational commitment
Collaboration and self-regulation in teachers’ professional development
Exploring the behavioral patterns of an online knowledge-sharing discussion activity among teachers with problem-solving strategy
Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand
Exchange and power in social life
| Unique citing works | 11 |
|---|---|
| Citations per year | 5,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |