Linking empowering leadership with older teachers’ knowledge-sharing behaviour: the roles of organization-based self-esteem and organizational status

References

• Abbasi, S.G., & Dastgeer, G. (2018). Effect of contextual factors on knowledge sharing behavior. Amazonia Investiga, 7(16), 209–225.
   Web of Science ®Google Scholar
• Aiken, L.S., West, S.G., & Reno, R.R. (1991). Multiple regression: Testing and interpreting interactions. London: Sage.
   Google Scholar
• Allen, P.B., & Gordon, L.I. (2016). PD-1 blockade in Hodgkin’s lymphoma: Learning new tricks from an old teacher. Expert Review of Hematology, 9(10), 939–949. doi:10.1080/17474086.2016.1235970
   PubMed Web of Science ®Google Scholar
• Amundsen, S., & Martinsen, O.L. (2014). Self-other agreement in empowering leadership: Relationships with leader effectiveness and subordinates’ job satisfaction and turnover intention. The Leadership Quarterly, 25(4), 784–800. doi:10.1016/j.leaqua.2014.04.007
   Web of Science ®Google Scholar
• Amundsen, S., & Martinsen, O.L. (2015). Linking empowering leadership to job satisfaction, work effort, and creativity: The role of self-leadership and psychological empowerment. Journal of Leadership & Organizational Studies, 22(3), 304–323. doi:10.1177/1548051814565819
   Web of Science ®Google Scholar
• Anderson, C., Hildreth, J.A.D., & Howland, L. (2015). Is the desire for status a fundamental human motive? A review of the empirical literature. Psychological Bulletin, 141(3), 574–601. doi:10.1037/a0038781
   PubMed Web of Science ®Google Scholar
• Andreeva, T., & Sergeeva, A. (2016). The more the better … or is it? The contradictory effects of HR practices on knowledge-sharing motivation and behaviour. Human Resource Management Journal, 26(2), 151–171. doi:10.1111/1748-8583.12100
   Web of Science ®Google Scholar
• Angelides, P. (2004). Generation division in Cyprus education? Different attitudes to education from younger and older teachers. Educational Review, 56(1), 65–76. doi:10.1080/0013191032000152282
   Web of Science ®Google Scholar
• Arnold, J.A., Arad, S., Rhoades, J.A., & Drasgow, F. (2000). The empowering leadership questionnaire: The construction and validation of a new scale for measuring leader behaviors. Journal of Organizational Behavior, 21(3), 249–269.
   Web of Science ®Google Scholar
• Barber, S.J., Seliger, J., Yeh, N., & Tan, S.C. (2019). Stereotype threat reduces the positivity of older adults’ recall. Journals of Gerontology Series B-Psychological Sciences and Social Sciences, 74(4), 585–594. doi:10.1093/geronb/gby026
   PubMed Web of Science ®Google Scholar
• Bello, O.W., & Oyekunle, R.A. (2014). Attitude, perceptions and motivation towards knowledge sharing: Views from universities in Kwara State, Nigeria. African Journal of Library Archives and Information Science, 24(2), 123–134.
   Web of Science ®Google Scholar
• Bergen, N., & Labonte, R. (2020). “Everything is perfect, and we have no problems”: Detecting and limiting social desirability bias in qualitative research. Qualitative Health Research, 30(5), 783–792. doi:10.1177/1049732319889354
   PubMed Web of Science ®Google Scholar
• Bridwell-Mitchell, E.N., & Fried, S.A. (2020). Learning one’s place: Status perceptions and social capital in teacher communities. Educational Policy, 34(7), 955–991. doi:10.1177/0895904818802117
   Web of Science ®Google Scholar
• Brouhier, Q., März, V., Van Waes, S., & Raemdonck, I. (2021). From isolation to interaction: A social network perspective on older teachers’ position in school organizations and age-related HR practices. Work, Aging and Retirement, 7(4), 322–338. doi:10.1093/workar/waaa031
   Web of Science ®Google Scholar
• Bucher, J., Burmeister, A., Osland, J.S., & Deller, J. (2020). The influence of empowering leadership on repatriate knowledge transfer: Understanding mechanisms and boundary conditions. The International Journal of Human Resource Management, 33(7), 1437–1462. doi:10.1080/09585192.2020.1771400
   Web of Science ®Google Scholar
• Bunderson, J.S. (2003). Recognizing and utilizing expertise in work groups: A status characteristics perspective. Administrative science quarterly, 48(4), 557–591. doi:10.2307/3556637
   Web of Science ®Google Scholar
• Bush, T. (2018). Professional learning communities and school leadership: Empowering teachers. Educational Management Administration & Leadership, 46(5), 711–712. doi:10.1177/1741143218782316
   Web of Science ®Google Scholar
• Cai, D., Cai, Y.H., Sun, Y., & Ma, J.P. (2018). Linking empowering leadership and employee work engagement: The effects of person-job fit, person-group fit, and proactive personality. Frontiers in Psychology, 9, 1304. doi:10.3389/fpsyg.2018.01304
   PubMed Web of Science ®Google Scholar
• Campbell, J.D., Assanand, S., & Di Paula, A. (2003). The structure of the self-concept and its relation to psychological adjustment. Journal of Personality, 71(1), 115–140. doi:10.1111/1467-6494.t01-1-00002
   PubMed Web of Science ®Google Scholar
• Castaneda, D.I., & Duran, W.F. (2018). Knowledge sharing in organizations: Roles of beliefs, training, and perceived organizational support. Knowledge Management & E-Learning-An International Journal, 10(2), 148–162.
   Web of Science ®Google Scholar
• Castaneda, D.I., Rios, M.F., & Duran, W.F. (2016). Determinants of knowledge-sharing intention and knowledge-sharing behavior in a public organization. Knowledge Management & E-Learning-An International Journal, 8(2), 372–386.
   Google Scholar
• Chen, C.C. (2011). Factors affecting high school teachers’ knowledge-sharing behaviors. Social Behavior and Personality: An International Journal, 39(7), 993–1008. doi:10.2224/sbp.2011.39.7.993
   Web of Science ®Google Scholar
• Chen, H.L., Fan, H.L., & Tsai, C.C. (2014). The role of community trust and altruism in knowledge sharing: An investigation of a virtual community of teacher professionals. Educational Technology & Society, 17(3), 168–179.
   Web of Science ®Google Scholar
• Chen, L.Y., Li, M.D., Wu, Y.J., & Chen, C.S. (2020). The voicer’s reactions to voice: An examination of employee voice on perceived organizational status and subsequent innovative behavior in the workplace. Personnel Reviewel Review, 50(4), 1073–1092. doi:10.1108/PR-07-2019-0399
   Web of Science ®Google Scholar
• Chen, G., Smith, T.A., Kirkman, B.L., Zhang, P.C., Lemoine, G.J., & Farh, J.L. (2019). Multiple team membership and empowerment spillover effects: Can empowerment processes cross team boundaries? The Journal of Applied Psychology, 104(3), 321–340. doi:10.1037/apl0000336
   PubMed Web of Science ®Google Scholar
• Chen, H.J., & Wang, Y.H. (2012). Age Stereotypes of Older Primary Teachers in Taiwan. Educational Gerontology, 38(5), 362–371. doi:10.1080/10668926.2011.559839
   Web of Science ®Google Scholar
• Cheong, M., Yammarino, F.J., Dionne, S.D., Spain, S.M., & Tsai, C.Y. (2019). A review of the effectiveness of empowering leadership. The Leadership Quarterly, 30(1), 34–58. doi:10.1016/j.leaqua.2018.08.005
   Web of Science ®Google Scholar
• Chiu, Y.P., Huang, M.C., & Hua, P.Y. (2015). Promotion focus, sharing mechanisms, and knowledge sharing: A cross-level framework. Ntu Management Review, 25(3), 101–132.
   Google Scholar
• Chu, K.W. (2016). Leading knowledge management in a secondary school. Journal of Knowledge Management, 20(5), 1104–1147. doi:10.1108/JKM-10-2015-0390
   Web of Science ®Google Scholar
• Chuang, C.H., Jackson, S.E., & Jiang, Y. (2016). Can knowledge-intensive teamwork be managed? Examining the roles of HRM systems, leadership, and tacit knowledge. Journal of Management, 42(2), 524–554. doi:10.1177/0149206313478189
   Web of Science ®Google Scholar
• Djurdjevic, E., Stoverink, A.C., Klotz, A.C., Koopman, J., Veiga, S.P.D., Yam, K.C., & Chiang, J.T.J. (2017). Workplace status: The development and validation of a scale. The Journal of Applied Psychology, 102(7), 1124–1147. doi:10.1037/apl0000202
   PubMed Web of Science ®Google Scholar
• Doebler, A. (2012). The problem of bias in person parameter estimation in adaptive testing. Applied Psychological Measurement, 36(4), 255–270. doi:10.1177/0146621612443304
   Web of Science ®Google Scholar
• Durand, R., & Kremp, P.A. (2016). Classical deviation: Organizational and individual status as antecedents of conformity. Academy of Management Journal, 59(1), 65–89. doi:10.5465/amj.2013.0767
   Web of Science ®Google Scholar
• Elrehail, H., Emeagwali, O.L., Alsaad, A., & Alzghoul, A. (2018). The impact of transformational and authentic leadership on innovation in higher education: The contingent role of knowledge sharing. Telematics and Informatics, 35(1), 55–67. doi:10.1016/j.tele.2017.09.018
   Web of Science ®Google Scholar
• Eva, N., Newman, A., Miao, Q., Wang, D., & Cooper, B. (2020). Antecedents of duty orientation and follower work behavior: The interactive effects of perceived organizational support and ethical leadership. Journal of Business Ethics, 161(3), 627–639. doi:10.1007/s10551-018-3948-5
   Web of Science ®Google Scholar
• Faustino, J.A.C., Serrano, J.O., & de Guzman, A.B. (2020). What’s on your bucket list?utility and importance of the retirement preferences of 40-70-year-old Filipino teachers using discrete choice estimation. Educational Gerontology, 46(11), 668–677. doi:10.1080/03601277.2020.1807086
   Web of Science ®Google Scholar
• Ford, R.C., & Fottler, M.D. (1995). Empowerment: A matter of degree. Academy of Management Perspectives, 9(3), 21–29. doi:10.5465/ame.1995.9509210269
   Google Scholar
• Gagne, M., Tian, A.W., Soo, C., Zhang, B., Ho, K.S.B., & Hosszu, K. (2019). Different motivations for knowledge sharing and hiding: The role of motivating work design. Journal of Organizational Behavior, 40(7), 783–799. doi:10.1002/job.2364
   Web of Science ®Google Scholar
• Gardner, D.G., & Pierce, J.L. (2016). Organization-based self-esteem in work teams. Group Processes & Intergroup Relations, 19(3), 394–408. doi:10.1177/1368430215590491
   Web of Science ®Google Scholar
• Gu, Z.B., Liu, L., Tan, X.Y., Liang, Y., Dang, J.N., Wei, C. … Wang, G.Z. (2020). Does power corrupt? The moderating effect of status. International Journal of Psychology, 55(4), 499–508. doi:10.1002/ijop.12629
   PubMed Web of Science ®Google Scholar
• Gutman, M., & Oplatka, I. (2021). “Maintaining the image of a desired teacher”: Major issues of late-career senior teacher educators. Educational Studies, 47(5), 538–553. doi:10.1080/03055698.2020.1717930
   Web of Science ®Google Scholar
• Hays, N.A., & Bendersky, C. (2015). Not all inequality is created equal: Effects of status versus power hierarchies on competition for upward mobility. Journal of Personality and Social Psychology, 108(6), 867–882. doi:10.1037/pspi0000017
   PubMed Web of Science ®Google Scholar
• Hemphill, M.A., & Martinek, T. (2020). Using simple interactions to improve pedagogy in a cross-aged leadership program. Journal of Teaching in Physical Education, 39(1), 126–130. doi:10.1123/jtpe.2018-0347
   Web of Science ®Google Scholar
• Hou, H.T., Sung, Y.T., & Chang, K.E. (2009). Exploring the behavioral patterns of an online knowledge-sharing discussion activity among teachers with problem-solving strategy. Teaching and Teacher Education, 25(1), 101–108. doi:10.1016/j.tate.2008.07.006
   Web of Science ®Google Scholar
• Imamoglu, S.Z., Erat, S., & Turkcan, H. (2022). How organizational identity relates to knowledge sharing and creativity: Moderating effect of perceived organizational support. Kybernetes, ahead-of-print doi:10.1108/K-02-2022-0169
   Web of Science ®Google Scholar
• Jaaffar, A.H., Ibrahim, H.I., Rajadurai, J., & Sohail, M.S. (2019). Psychological impact of work-integrated learning programmes in Malaysia: The moderating role of self-esteem on relation between self-efficacy and self-confidence. International Journal of Educational Psychology, 8(2), 188–213. doi:10.17583/ijep.2019.3389
   Web of Science ®Google Scholar
• Jang, S.T., & Alexander, N.A. (2022). Black Women Principals in American Secondary Schools: Quantitative Evidence of the Link Between Their Leadership and Student Achievement. Educational Administration Quarterly, 58(3), 0013161X211068415. doi:10.1177/0013161X211068415
   Web of Science ®Google Scholar
• Jordan, P.J., & Troth, A.C. (2020). Common method bias in applied settings: The dilemma of researching in organizations. Australian Journal of Management, 45(1), 3–14. doi:10.1177/0312896219871976
   Web of Science ®Google Scholar
• Kesting, M.-L., & Lincoln, T.M. (2013). The relevance of self-esteem and self-schemas to persecutory delusions: A systematic review. Comprehensive Psychiatry, 54(7), 766–789. doi:10.1016/j.comppsych.2013.03.002
   PubMed Web of Science ®Google Scholar
• Kilaberia, T., Englund, J., & Ratner, E. (2019). Seniors as teachers: What students actually learn. Journal of the American Geriatrics Society, 67, S72.
   Web of Science ®Google Scholar
• Kim, M., & Beehr, T.A. (2020). Empowering leadership: Leading people to be present through affective organizational commitment? The International Journal of Human Resource Management, 31(16), 2017–2044. doi:10.1080/09585192.2018.1424017
   Web of Science ®Google Scholar
• Konczak, L.J., Stelly, D.J., & Trusty, M.L. (2000). Defining and measuring empowering leader behaviors: Development of an upward feedback instrument. Educational and Psychological Measurement, 60(2), 301–313. doi:10.1177/00131640021970420
   Web of Science ®Google Scholar
• Kurtmollaiev, S., Pedersen, P.E., Fjuk, A., & Kvale, K. (2018). Developing managerial dynamic capabilities: A quasi-experimental field study of the effects of design thinking training. Academy of Management Learning & Education, 17(2), 184–202. doi:10.5465/amle.2016.0187
   Web of Science ®Google Scholar
• Lee, J., Lee, H., & Park, J.G. (2014). Exploring the impact of empowering leadership on knowledge sharing, absorptive capacity and team performance in IT service. Information Technology & People, 27(3), 366–386. doi:10.1108/ITP-10-2012-0115
   Web of Science ®Google Scholar
• Lee, Y.H., Lu, T.E., Yang, C.C., & Chang, G. (2019). A multilevel approach on empowering leadership and safety behavior in the medical industry: The mediating effects of knowledge sharing and safety climate. Safety Science, 117, 1–9. doi:10.1016/j.ssci.2019.03.022
   Web of Science ®Google Scholar
• Lee, A.N., & Nie, Y.Y. (2017). Teachers’ perceptions of school leaders’ empowering behaviours and psychological empowerment: Evidence from a Singapore sample. Educational Management Administration & Leadership, 45(2), 260–283. doi:10.1177/1741143215578448
   Web of Science ®Google Scholar
• Lee, J., Oh, S.H., & Park, S. (2020). Effects of organizational embeddedness on unethical pro-organizational behavior: Roles of perceived status and ethical leadership. Journal of Business Ethics, 176(1), 111–125. doi:10.1007/s10551-020-04661-8
   Web of Science ®Google Scholar
• Legood, A., van der Werff, L., Lee, A., & Den Hartog, D. (2020). A meta-analysis of the role of trust in the leadership-performance relationship. European Journal of Work and Organizational Psychology, 30(1), 1–22. doi:10.1080/1359432X.2020.1819241
   Web of Science ®Google Scholar
• Liao, P.Y., Collins, B.J., Chen, S.Y., & Juang, B.S. (2021). Does organization-based self-esteem mediate the relationships between on-the-job embeddedness and job behaviors? Current Psychology, 1–13. doi:10.1007/s12144-021-02284-4
   PubMed Web of Science ®Google Scholar
• Li, N., Chiaburu, D.S., & Kirkman, B.L. (2017). Cross-level influences of empowering leadership on citizenship behavior: Organizational support climate as a double-edged sword. Journal of Management, 43(4), 1076–1102. doi:10.1177/0149206314546193
   Web of Science ®Google Scholar
• Li, L., & Liu, Y. (2020). An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance. Asia Pacific Journal of Education, 1–18. doi:10.1080/02188791.2020.1806036
   Web of Science ®Google Scholar
• Lin, X.S., Chen, Z.X., Ashford, S.J., Lee, C., & Qian, J. (2018). A self-consistency motivation analysis of employee reactions to job insecurity: The roles of organization-based self-esteem and proactive personality. Journal of Business Research, 92, 168–178. doi:10.1016/j.jbusres.2018.07.028
   Web of Science ®Google Scholar
• Li, G.Q., Shang, Y.F., Liu, H.X., & Xi, Y.M. (2014). Differentiated transformational leadership and knowledge sharing: A cross-level investigation. European Management Journal, 32(4), 554–563. doi:10.1016/j.emj.2013.10.004
   Web of Science ®Google Scholar
• Little, T.D., Cunningham, W.A., Shahar, G., & Widaman, K.F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling-A Multidisciplinary Journal, 9(2), 151–173. doi:10.1207/S15328007SEM0902_1
   Web of Science ®Google Scholar
• Liu, S.N., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in china: Testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501–528. doi:10.1177/0013161X18769048
   Web of Science ®Google Scholar
• Louis, K.S., Murphy, J., & Smylie, M. (2016). Caring leadership in schools: Findings from exploratory analyses. Educational Administration Quarterly, 52(2), 310–348. doi:10.1177/0013161X15627678
   Web of Science ®Google Scholar
• Lu, L., Leung, K., & Koch, P.T. (2006). Managerial knowledge sharing: The role of individual, interpersonal, and organizational factors. Management and Organization Review, 2(1), 15–41. doi:10.1111/j.1740-8784.2006.00029.x
   Google Scholar
• Magee, J.C., & Galinsky, A.D. (2008). 8 Social Hierarchy: The Self-Reinforcing Nature of Power and Status. The Academy of Management Annals, 2(1), 351–398. doi:10.5465/19416520802211628
   Web of Science ®Google Scholar
• Malter, D. (2014). On the causality and cause of returns to organizational status: Evidence from the Grands Crus Classés of the Médoc. Administrative science quarterly, 59(2), 271–300. doi:10.1177/0001839214532428
   Web of Science ®Google Scholar
• Maner, J.K., & Case, C.R. (2016). Dominance and prestige: Dual strategies for navigating social hierarchies. In J.M. Olson & M.P. Zanna (Eds.), Advances in experimental social psychology (Vol. 54, pp. 129–180). New York: Academic Press.
   Google Scholar
• Mariano, J., Marques, S., Ramos, M.R., Gerardo, F., & de Vries, H. (2020). Too old for computers? The longitudinal relationship between stereotype threat and computer use by older adults. Frontiers in Psychology, 11, 11. doi:10.3389/fpsyg.2020.568972
   PubMed Web of Science ®Google Scholar
• Matic, D., Cabrilo, S., Grubic-Nesic, L., & Milic, B. (2017). Investigating the impact of organizational climate, motivational drivers, and empowering leadership on knowledge sharing. Knowledge Management Research & Practice, 15(3), 431–446. doi:10.1057/s41275-017-0063-9
   Web of Science ®Google Scholar
• Meyer, A., Richter, D., & Hartung-Beck, V. (2022). The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy. Educational Management Administration & Leadership, 50(4), 593–612. doi:10.1177/1741143220945.
   Web of Science ®Google Scholar
• Neves, P., Pires, D., & Costa, S. (2020). Empowering to reduce intentions to resist future change: Organization-based self-esteem as a boundary condition. British Journal of Management, 32(3), 872–891. doi:10.1111/1467-8551.12436
   Web of Science ®Google Scholar
• Ng, T.W.H., & Feldman, D.C. (2012). Evaluating six common stereotypes about older workers with meta-analytical data. Personnel Psychology, 65(4), 821–858. doi:10.1111/peps.12003
   Web of Science ®Google Scholar
• Okyere-Kwakye, E., Nor, K. M., Awang, S. R., and Zaitul. (2020). Determinants of Individuals’ Tacit Knowledge Sharing. Journal of Information & Knowledge Management, 19(3), 2050024.
   Web of Science ®Google Scholar
• Park, S., & Kim, E.J. (2018). Fostering organizational learning through leadership and knowledge sharing. Journal of Knowledge Management, 22(6), 1408–1423. doi:10.1108/JKM-10-2017-0467
   Web of Science ®Google Scholar
• Pauls, C.A., & Stemmler, G. (2003). Substance and bias in social desirability responding. Personality and Individual Differences, 35(2), 263–275. doi:10.1016/S0191-8869(02)00187-3
   Web of Science ®Google Scholar
• Pierce, J.L., & Gardner, D.G. (2004). Self-esteem within the work and organizational context: A review of the organization-based self-esteem literature. Journal of Management, 30(5), 591–622. doi:10.1016/j.jm.2003.10.001
   Web of Science ®Google Scholar
• Pierce, J.L., Gardner, D.G., Cummings, L.L., & Dunham, R.B. (1989). Organization-based self-esteem - Construct definition, measurement, and validation. Academy of Management Journal, 32(3), 622–648. doi:10.2307/256437
   Web of Science ®Google Scholar
• Podsakoff, P.M., MacKenzie, S.B., Podsakoff, N.P., & Lee, J.Y. (2003). The mismeasure of management and its implications for leadership research. The Leadership Quarterly, 14(6), 615–656. doi:10.1016/j.leaqua.2003.08.002
   Web of Science ®Google Scholar
• Preacher, K.J., & Hayes, A.F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36(4), 717–731. doi:10.3758/BF03206553
   PubMedGoogle Scholar
• Prelog, N., Ismagilova, F.S., & Bostjancic, E. (2019). Which team members are most motivated to share knowledge - the role of age-based differentiation in knowledge-sharing motivation. Changing Societies & Personalities, 3(1), 52–67. doi:10.15826/csp.2019.3.1.060
   Google Scholar
• Reychav, I., & Wu, D.Z. (2015). The role of user-centered design and usability on knowledge sharing: A school website field study. International Journal of Knowledge and Learning, 10(1), 16–28. doi:10.1504/IJKL.2015.071051
   Google Scholar
• Runhaar, P., & Sanders, K. (2016). Promoting teachers’ knowledge sharing. The fostering roles of occupational self-efficacy and human resources management. Educational Management Administration & Leadership, 44(5), 794–813. doi:10.1177/1741143214564773
   Web of Science ®Google Scholar
• Santor, D.A., Colvin, E., & Sinclair, A. (2020). Coping with failure. Educational Review, 72(5), 635–649. doi:10.1080/00131911.2018.1524855
   Web of Science ®Google Scholar
• Schroeders, U., & Jansen, M. (2020). Science self-concept - More than the sum of its parts? Journal of Experimental Education, 90(2), 435–451.
   Web of Science ®Google Scholar
• Shamir B, House R J and Arthur M B. (1993). The Motivational Effects of Charismatic Leadership: A Self-Concept Based Theory. Organization Science, 4(4), 577–594. doi:10.1287/orsc.4.4.577.
   Web of Science ®Google Scholar
• Shang, W., Yu, T., Wang, J., Sun, D., & Su, J. (2022). Why choose to become a teacher in China? A large-sample study using the Factors Influencing Teaching Choice scale. Asia-Pacific Journal of Teacher Education, 50(4), 1–18. doi:10.1080/1359866X.2022.2066504
   Web of Science ®Google Scholar
• Sherman, D.K., & Cohen, G.L. (2006). The psychology of self‐defense: Self‐affirmation theory. Advances in Experimental Social Psychology, 38, 183–242.
   Web of Science ®Google Scholar
• Siemsen, E., Roth, A.V., Balasubramanian, S., & Anand, G. (2009). The influence of psychological safety and confidence in knowledge on employee knowledge sharing. Manufacturing & Service Operations Management, 11(3), 429–447. doi:10.1287/msom.1080.0233
   Web of Science ®Google Scholar
• Srivastava, A., Bartol, K.M., & Locke, E.A. (2006). Empowering leadership in management teams: Effects on knowledge sharing, efficacy, and performance. Academy of Management Journal, 49(6), 1239–1251. doi:10.5465/amj.2006.23478718
   Web of Science ®Google Scholar
• Tang, C.Y., & Chen, S.X. (2009). Parameter estimation and bias correction for diffusion processes. Journal of Econometrics, 149(1), 65–81. doi:10.1016/j.jeconom.2008.11.001
   Web of Science ®Google Scholar
• Tang, G.Y., Chen, Y., van Knippenberg, D., & Yu, B.J. (2020). Antecedents and consequences of empowering leadership: Leader power distance, leader perception of team capability, and team innovation. Journal of Organizational Behavior, 41(6), 551–566. doi:10.1002/job.2449
   Web of Science ®Google Scholar
• Thomason, S., & Moghaddam, N. (2020). Compassion-focused therapies for self-esteem: A systematic review and meta-analysis. Psychology and Psychotherapy-Theory Research and Practice, 94(3), 737–759. doi:10.1111/papt.12319
   PubMed Web of Science ®Google Scholar
• Tierney, R.J., & Kan, W. (2016). Knowledge globalization within and across the People’s Republic of China and the United States: A cross-national study of internationalization of educational research in the early 21st century. American Educational Research Journal, 53(6), 1759–1791. doi:10.3102/0002831216678320
   Web of Science ®Google Scholar
• Trust, T. (2017). Using cultural historical activity theory to examine how teachers seek and share knowledge in a peer-to-peer professional development network. Australasian Journal of Educational Technology, 33(1), 98–113. doi:10.14742/ajet.2593
   Web of Science ®Google Scholar
• Tseng, F.C., & Kuo, F.Y. (2014). A study of social participation and knowledge sharing in the teachers’ online professional community of practice. Computers & Education, 72, 37–47. doi:10.1016/j.compedu.2013.10.005
   Web of Science ®Google Scholar
• Tuckey, M.R., Bakker, A.B., & Dollard, M.F. (2012). Empowering leaders optimize working conditions for engagement: A multilevel study. Journal of Occupational Health Psychology, 17(1), 15–27. doi:10.1037/a0025942
   PubMed Web of Science ®Google Scholar
• Vermeulen, M., Runhaar, P., Konermann, J., & Sanders, K. (2014). Teachers’ knowledge sharing: A study on the influence of work engagement, occupational self-efficacy and human resources management on knowledge sharing. Pedagogische Studien, 91(6), 397–410.
   Web of Science ®Google Scholar
• Wu, W.L., & Lee, Y.C. (2017). Empowering group leaders encourages knowledge sharing: Integrating the social exchange theory and positive organizational behavior perspective. Journal of Knowledge Management, 21(2), 474–491. doi:10.1108/JKM-08-2016-0318
   Web of Science ®Google Scholar
• Yang, X.M., Li, J.H., & Xing, B.B. (2018). Behavioral patterns of knowledge construction in online cooperative translation activities. Internet and Higher Education, 36, 13–21. doi:10.1016/j.iheduc.2017.08.003
   Web of Science ®Google Scholar
• Zeinabadi, H. (2020). Breaking down the walls of weak knowledge-sharing among Iranian teachers: Investigating a less-considered leadership role of principals. Educational Management Administration & Leadership, 51(1), 1741143220968160. doi:10.1177/1741143220968160
   Google Scholar
• Zeinabadi, H., & Abbasian, H. (2022). Principal’s leadership and teacher-to-teacher knowledge-sharing in Iranian schools: Developing and validating a multi-dimensional scale. Educational Management Administration & Leadership, 17411432221095947, 174114322210959. doi:10.1177/17411432221095947
   Google Scholar
• Zhang, X.F., & Ng, H.M. (2017). An effective model of teacher appraisal: Evidence from secondary schools in Shanghai, China. Educational Management Administration & Leadership, 45(2), 196–218. doi:10.1177/1741143215597234
   Web of Science ®Google Scholar
• Zhang, J., Zhou, M., & Zhang, J. (2016). The interactive effects of personality and burnout on knowledge sharing among teachers. Social Behavior and Personality: An International Journal, 44(8), 1267–1280. doi:10.2224/sbp.2016.44.8.1267
   Web of Science ®Google Scholar