The Relationship between Authentic Leadership and Teacher Knowledge Sharing in China: The Mediating Role of Teachers’ Social-Emotional Competence

Abstract Knowledge sharing among teachers is a core resource for building the competitiveness of school organizations. At present, school administrators pay more and more attention to building a knowledge-sharing platform for teachers and try to improve the level of knowledge sharing among teachers. However, in reality, the knowledge sharing among teachers in Chinese primary and secondary schools is still at a low level. In the school context, it is worth exploring how to effectively stimulate teachers’ knowledge-sharing. This study builds a research framework based on Bandura’s reciprocal determinism, and the results of an empirical study of 628 teachers in Beijing, China, found that (1) principal authentic leadership significantly positive predicted teacher knowledge sharing; (2) teachers’ social-emotional competence played a significant role in promoting teacher knowledge sharing; (3) teachers’ social-emotional competence played a partially mediating role between authentic leadership and teacher knowledge sharing, the mediating effect was 31.81%.