The effect of transformational leadership on teachers' self-efficacy with the mediating role of knowledge sharing and knowledge-based school culture

Document Type : Original Article

Authors

1 Master of Educational Management, Department of Educational Sciences, Faculty of Humanities, Payame Noor University, Tehran, Iran.

2 Assistant Professor of Higher Education Management, Department of Educational Sciences, Faculty of Humanities, Payame Noor University, Tehran, Iran.

Abstract

The aim of this study was to investigate the relationship between transformational leadership and teachers' self-efficacy with the mediating role of knowledge sharing and knowledge-based school culture. The research method was applied in terms of purpose and descriptive and correlational in terms of data collection. The statistical population included all junior high school teachers in Sanandaj in the academic year 1402-1403, from which 210 people were selected using proportional stratified sampling. Data were collected through questionnaires on teaching self-efficacy (Schanen et al., 2001), transformational leadership (Doostdar et al., 2016), knowledge sharing (Jacobs and Garrett Rood, 2007), and knowledge-based school culture (Figueiredo, 2016), and descriptive statistics, Pearson correlation coefficient, and structural equation modeling were used to analyze the data. The findings showed that the conceptual model of the research is appropriate and that transformational leadership has a significant effect on teachers' self-efficacy with the mediating role of knowledge sharing and knowledge-based school culture.

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Journal of Academic Management
Volume 3, Issue 2 - Serial Number 9
April 2024
Pages 121-104

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