Breaking down the walls of weak knowledge-sharing among Iranian teachers: Investigating a less-considered leadership role of principals

Abstract

One of the common aspects of professional culture is that teachers share their knowledge and experience only occasionally. However, principals can significantly contribute to reducing this weakness by demonstrating knowledge-sharing in their leadership role. It is critical for Iranian principals to play this role because there is some weakness among teachers due to certain context-specific conditions. The existing knowledge about this vital role is very scarce and cannot provide a complete and clear picture. The purpose of this study is to investigate this less-considered role in the context of Iranian primary schools. To this end, a basic qualitative approach was adopted. Using constant comparative analysis of the data obtained from interviews with successful principals, seven categories of themes emerged for knowledge-sharing leadership. This study not only supports the assertion that the principal’s role in knowledge-sharing is indisputable but also contributes to the school leadership literature. Along with its implications for training programmes for principals, this study has several suggestions for theory and research.