The Role of Transformational Leadership in Fostering Teacher Knowledge Sharing: The Mediating Effects of Teachers’ Epistemic Curiosity and Commitment

Abstract

This study investigates how principals’ transformational leadership practices influence teachers’ knowledge-sharing behaviors through the mediating roles of teacher epistemic curiosity and commitment. Although transformational leadership has been extensively studied, limited empirical research has examined the psychological mechanisms linking transformational leadership to knowledge-sharing practices in the Turkish educational context. To address this gap, survey data were collected from 502 teachers across primary, secondary, and upper-secondary schools in Türkiye and analyzed using structural equation modeling. Results reveal that transformational leadership promotes knowledge sharing both directly and indirectly by fostering curiosity and commitment among teachers. These findings underscore the importance of leadership in shaping teacher capacities that facilitate professional knowledge exchange. Implications include the need to institutionalize structured opportunities for knowledge sharing, recognize teachers’ collaborative contributions, and support principals in fostering inquiry-oriented school cultures. Limitations of the study, including the cross-sectional design and reliance on self-reported data, suggest directions for future longitudinal and multi-source research.