How Authentic Leadership Influences Teacher Knowledge Sharing—An Empirical Analysis Based on Self-determination Theory
Teacher knowledge sharing not only facilitates the formation of a collaborative force for mutual development among teachers,but also contributes to improving the quality of public knowledge in schools,ultimately benefiting all students.Indeed,promoting teacher knowledge sha-ring is a major challenge in modern school management.From the perspective of self-determination theory,a quantitative research method was used to research on how authentic leadership affects teachers'knowledge sharing,and the findings revealed that:authentic leadership of principals posi-tively predicts teacher knowledge sharing behavior;perceived insider identity and social-emotional competence play separate mediating roles between authentic leadership of principals and teacher knowledge sharing;perceived insider identity and social-emotional competence play a chain mediat-ing role between authentic leadership of principals and teacher knowledge sharing;teacher job auton-omy positively moderates the latter half of the chain mediating mechanism,indicating that higher per-ceived job autonomy strengthens the positive predictive effect of teacher social-emotional competence on knowledge sharing.Therefore,to promote school management reforms,we should enhance authen-tic leadership levels to stimulate teacher knowledge sharing;cultivate perceived insider identity to enhance social-emotional competence,and construct mechanisms for empowerment and autonomy for teachers.
NETL
NSTL
万方数据
