Principal's leadership and teacher-to-teacher knowledge-sharing in Iranian schools: Developing and validating a multi-dimensional scale

Abstract

While teacher-to-teacher knowledge-sharing is promising for professional learning and improving teaching quality, it lacks integration and timeliness in schools because teachers are usually weak at knowledge-sharing. Despite this weakness, principals as knowledge-sharing leaders can make a difference. There is still limited research about this promising leadership role. One possible reason might be the deficiency of a focussed assessing scale. This study was conducted to develop and validate a scale in Tehran, Iran. To this end, four consecutive sub-studies, including inductive item-pool generation, deductive item-pool generation, content validation, and construct validation, were conducted, and the Knowledge-Sharing Leadership Scale was introduced consequently. The KSLS comprised five dimensions: role-modelling, trust-building, setting expectations, creating a knowledge-sharing-driven environment, and encouraging teachers. It is expected that the KSLS could serve as a practical means for promoting relevant research and practice. Directions for future research and implications are discussed.

Principals' role in teachers' knowledge-sharing beliefs, intention and behaviour in Iranian schools: exploring the impact of knowledge-sharing leadership

“…Teachers can reflect on, review feedback from others, refine their knowledge, and develop different strategies and plans for improving their teaching tasks (Chu, 2016). Researchers mainly emphasise the human-centred approach and believe that knowledge-sharing should not be considered only from a technological perspective (Zeinabadi and Abbasian, 2022; Zeinabadi, 2020). Technology is not a priority for interaction; it only represents a small aspect of knowledge-sharing.…”

“…In two consecutive studies (Zeinabadi and Abbasian, 2022; Zeinabadi, 2020), the attributes and behaviours of knowledge-sharing leaders were identified and classified into five dimensions. Table 1 describes each dimension in more detail.…”

“…After the Islamic Revolution of Iran in 1979, various reforms were routinely planned and implemented. One of the most critical and fundamental reforms was the “National Curriculum Document”, which was declared in 2011 (Hallinger and Hosseingholizadeh, 2020; Zeinabadi and Abbasian, 2022). This document has created new requirements and expectations for public schools' primary and secondary teachers.…”

“…Logically, meeting these expectations has many different teaching-related challenges, and naturally, teachers will need the knowledge and experience of their colleagues, especially those with extensive experience. However, the added tasks and responsibilities reduce teacher knowledge-sharing behaviours (KSB) and make it challenging to use teaching-related knowledge and experience (Zeinabadi and Abbasian, 2022; Zeinabadi, 2020).…”

“…Indeed, this challenge is more remarkable because teachers are generally weak at knowledge-sharing and often professionally isolated from colleagues (Chu, 2016; Collinson, 2004; Fullan, 2002). Regardless of general and contextual reasons for this weakness, principals can make a difference when they efficiently perform knowledge-sharing leadership (KSL) roles (Collinson, 2004; Zeinabadi and Abbasian, 2022; Zeinabadi, 2020).…”