The Mediating Role of Perceived Organizational Support in the Relationship Between Transformational Leadership and Knowledge Sharing Behavior of University Teachers in Universities

In the era of knowledge economy, knowledge sharing has become a crucial social behavior that underpins the existence and development of a knowledge society. Encouraging university teachers to actively share their knowledge is essential for fostering strong teacher teams and enhancing school development. Transformational leadership plays a statistically significant role in influencing knowledge sharing behavior among university teachers. When university teachers perceive affirmation, care, and support from their institutions, they are more likely to provide feedback and contribute to the school’s success. This study investigates the mechanism by which transformational leadership influences university teachers’ knowledge sharing behavior through perceived organizational support as a mediating variable. Based on a theoretical model, this research employed convenience sampling to survey 570 in-service university teachers from six undergraduate universities in Anhui, China. The collected data were analyzed using SPSS and AMOSS software. Empirical findings from China demonstrate that transformational leadership in universities positively impacts university teachers’ knowledge sharing behavior significantly. Moreover, perceived organizational support mediates the relationship between transformational leadership in universities and university teachers’ knowledge sharing behavior.