The influence of transformational leadership on knowledge sharing of teachers: the roles of knowledge-centered culture and perceived organizational support

Abstract

Purpose The purpose of this study is to explore the effect of transformational leadership (TL) on tacit and explicit knowledge sharing (KS) of teachers through the mediating role of knowledge-centered school culture (KSC). This study also attempts to bring a deeper insight into the correlation between KSC and KS behaviors by exploring the moderating effect of perceived organizational support (POS). Design/methodology/approach The paper used a quantitative approach and structural equation modeling to examine the relationship among the latent factors in the research model using data collected from 293 teachers in Vietnamese universities. Findings The findings indicated that TL positively influences tacit and explicit KS behaviors of teachers directly or indirectly through its positive effect on KSC. In addition, the paper highlights the moderating role of POS in strengthening the impact of TL on tacit and explicit KS behaviors of teachers. Research limitations/implications This paper emphasizes the need to practice TL as an effective pathway to foster tacit and explicit KS behaviors of teachers in higher education. Originality/value The paper significantly contributes to enhancing understanding of the antecedent role of TL in fostering knowledge-centered culture and KS behaviors of teachers under the moderating effects of POS in higher education.