Leadership Enhances Affective Organizational Commitment and Knowledge Sharing Behavior: A Comparative Study of Gender Disparity

Abstract

In this dynamic and technological world, leadership became the backbone of every organization. To understand this contemporary life cycle, the present study reflects the role of male and female leadership in the Private Education sector. The objectives of this study are (1) to investigate the direct and indirect effect of authentic leadership on knowledge sharing behavior through the mediation of commitment, and (2) to compare the gender disparity of leading an organization. Two models are proposed theoretically that test the direct and indirect relationship between authentic leadership and employees’ knowledge sharing behavior; tacit knowledge. This Study addresses two measurement models such as direct and indirect effects using Mplus (structural equation modeling). This study employed a quantitative research design. For this purpose, the study administers 455 survey Questionnaires among the private school teachers in district Shiekhupura, Pakistan but in turn, 377 proved validly and fully answered. The Study found the direct significant and positive relationships among authentic leadership, commitment, and employees’ knowledge sharing behavior. In addition, the study found the indirect significant and positive relationship between authentic leadership and knowledge sharing behavior that represents partial mediation. Moreover, this study reflects that the male gender leadership directly impresses teachers’ commitment and knowledge sharing more than female gender leadership. On the other way, female gender leadership indirectly influences knowledge sharing more than the male gender. So, it could say that the teachers were directly more committed and shared more knowledge by male gender leadership. But in the case of female gender leadership, the teachers give priority to the commitment and then share knowledge. Educational institutions should hire competent and efficient headteachers to facilitate the teachers in turn; there will be good collaboration among them about sharing knowledge. In addition, the teachers will be committed to their institution.