The effect of synergistic leadership behaviors on the knowledge hiding of kashan teachers: the mediating role of professional learning community and organizational voice
Journal Title: Strategic Management of Organizational Knowledge - Year 2024, Vol 7, Issue 3
Abstract
Hiding knowledge is a common phenomenon in educational organizations and schools, which leaves destructive effects. For various reasons, teachers may not share the knowledge related to their job with other colleagues and in some cases, hide the knowledge from them. Therefore, it is necessary to investigate the effective constructions on reducing knowledge hiding in the organization. The aim of this study was to investigate the mediating role of professional learning community and organizational voice in the relationship between synergistic leadership behaviors and knowledge hiding behaviors of in Kashan teachers. The type of study was descriptive-correlation and the statistical population included 3244 teachers in Kashan, the sample size was 358 using Cochran's formula and stratified random sampling. The research tool included four questionnaires of synergistic leadership, knowledge hiding, voice behavior and professional learning community. The reliability of the questionnaires was estimated through Cronbach's alpha coefficient for synergistic leadership 0.75, knowledge hiding 0.81, organizational voice 0.89 and learning community 0.72. In order to analyze the research data, statistical software such as SPSS26 and Smart Pls were used at the descriptive & inferential levels. The results showed that the mean of knowledge hiding variable was lower than the criterion score and the mean of synergistic leadership variables, organizational voice and professional learning community was higher than the criterion score. The synergistic leadership behaviors, teachers' organizational voice, and teachers' professional learning community had a negative & significant effect on knowledge hiding behaviors, and synergistic leadership behaviors had a positive & significant effect on the organizational voice and professional learning community of teachers and the mediating role of organizational voice and learning community was confirmed.
Authors and Affiliations
Razieh Aghababaei
Keywords
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