The predicting teachers' professional development based on perceived knowledge-centered leadership style: The mediating role of knowledge sharing and teamwork (study case: teachers in Kashan City)

The aim of the current research was to predict the professional development of teachers based on the perceived knowledge-oriented leadership style with the mediating role of knowledge sharing and teamwork.

The type of research was descriptive correlational, and the statistical population consisted of 3237 teachers in Kashan, and the sample size was 342 using Cochran's formula. Data collection tools were four questionnaires of knowledge-oriented leadership, professional development, knowledge sharing and teamwork. The reliability of the questionnaires was obtained through Cronbach's alpha for professional development 0.93, teamwork 0.79, knowledge sharing 0.73 and knowledge-based leadership 0.93.

The findings showed that the mean of the variable of knowledge-oriented leadership (23.34) is higher than the average (18), the mean of the variable of professional development (46.7) is higher than the average (36), knowledge sharing (36.82) is higher than the average 30 and the mean of teamwork (19.33) is lower than the average 30. The overall effects of knowledge-oriented leadership on professional development, knowledge sharing and teamwork were positive & significant, and the overall effects of teamwork and knowledge sharing on professional development were positive & significant. Also, the mediating role of knowledge sharing and teamwork in the impact of knowledge-oriented leadership on professional development was confirmed.

if teachers have a positive perception of knowledge-based leadership, they will have more knowledge sharing and teamwork. In fact, the establishment of schools in which administrators pays attention to the creation, acquisition, application, sharing and distribution of new knowledge and information can cause teachers' professional development, organizational efficiency and effectiveness