ApplicationofStructuralEquationModellingtoEvaluatetheEffect

ofTransformationalLeadershiponKnowledgeSharing
SawasnAlhusseiniandIbrahimElbeltagi
UniversityofPlymouth,SchoolofManagement,Plymouth,UK
sawasn.alhusseini@plymouth.ac.uk
i.elbeltagi@plymouth.ac.uk

Abstract: Leadership style has been suggested as an important factor affecting knowledge sharing in organisations.
Transformationalleadershiphasbeenacknowledgedashavingapositiveinfluenceonknowledgesharing.However,there
is a lack of empirical studies examining the relationship between transformational leadership and knowledge sharing in
higher education within developing countries such as Iraq. This research seeks to evaluate the impact of the four
componentsoftransformationalleadership,namelyidealisedinfluence,inspirationalmotivation,intellectualstimulation,
and individualised consideration, on knowledge sharing (both donating and collecting). 250 usable questionnaires were
collected from public higher education institutions in Iraq. Structural equation modelling with AMOS 20 confirms the
importance of transformational leadership in encouraging knowledgesharing culture in higher education. The results
reveal that, of the four components of transformational leadership, intellectual stimulation has the strongest effect on
boththedonatingandcollectingofknowledge.Guidelinesaredevelopedforacademicsaswellasleaders,andevidenceis
provided in support of the useof transformational leadership to promote knowledge sharingwithin higher education in
developing countries, particularly Iraq. The implications of the findings, along with some potential applications and
suggestionsforfutureresearch,arediscussed.

Keywords:transformationalleadership,knowledgedonating,knowledgecollecting,structuralequationmodelling

1. Introduction
Thehighereducation(HE)sectoriscomingunderpressurefromadynamicenvironmentcharacterisedbyrapid
technological change and increased demand (Mathew, 2010). These external pressures are forcing the
education sector to become, not only more efficient and effective, but also more innovative. Academic
institutionsplayanimportantroleinpromotingandsustainingeconomicboomsthroughtheirresearch,and
the creation of a skilled graduate workforce. They are suppliers of training, expertise, and personnel for
variousindustries(Maponya,2005).

Knowledgeandknowledgemanagement(KM)arerecognisedasthemostsignificantresourcesforcreatinga
competitiveadvantage,andthekeytoenhancinginnovation(Nonakaetal.,2006).KManditstechniquesare
useful in the accomplishment of organisational tasks. It can lead to better decisionmaking capabilities, and
reduce product development time (Hislop, 2013). KM involves the creating, sharing and using of knowledge
(HumayunandGang,2013).IntermsoftheapplicationofKMinitiatives,theimportanceofcreatingaculture
ofknowledgesharing(KS)amongthemembersofanorganisationhasbeennoted,assuchaculturehelpsto
convert the tacit knowledge embedded in individuals into explicit knowledge through interaction (Hislop,
2013).

IntheHEenvironment,KSisconsideredtobeabuildingblockofefficientperformanceandtoplayakeyrole
inenhancingtheinnovationofuniversities(Mathew,2010).Theproblemtodayisnothowtofindknowledge
buthow to share it. Thebig challengeforanyorganisation is figuringout how topromote aKSculture and
makeknowledgeavailable(Hislop,2013).

Prior literature has pointed out that leadership style is one of the most important factors affecting KS, with
certainleadershavingtheabilitytoencourageaKSculture.Theliteratureacknowledgesthattransformational
leadership (TL) is the most important style of leadership, increasing goaldirected behaviour exhibited by
followers,andthusenhancingorganisationalperformance(BassandRiggio,2012).UnderTL,thefollowersfeel
respect, and trust towards their leader, and are willing to do more than is expected of them (Bass, 1985).
Transformational leaders can contribute to organisational learning and employees creativity. They can
encourage followers to participate in educational programmes and develop the skills they need to achieve
exceptionalperformance(Yukl,2013).


SawasnAlhusseiniandIbrahimElbeltagi
IndevelopingcountrieslikeIraq,theHEsectorisfacingrapidlychangingchallengesthatrequireextraordinary
leadership.Aseducationalmarketsarebecomingincreasinglyglobal,theabilityofIraqseducationsystemto
reachaglobalmarketwilldependonthechangesitmakestoitssystems,methods,structure,andcurricula.

Previous studies have looked at the relationship between TL and KS (Lee et al., 2010, Humayun and Gang,
2013). However, there is a lack of empirical studies on TL and its impact on teaching staffs donation and
collectionofknowledgewithindevelopingcountries,likeIraq.Thus,thisresearchaimstoexaminetheimpact
of the four components of TL on theKSprocesses of donating and collecting, in thecontextof the Iraqi HE
sector.

2. Transformationalleadershipandknowledgesharing
ResearchershavepaidmuchattentiontoTL.ThetheorywasintroducedbyBass(1985),basedontheworkof
Burns (1978), when he was trying to find relationships between political leaders and their followers. This
leadership style refers to attempts to make changes that will increase organisational effectiveness and the
performanceofthefollowers,bytransformingthelatterspersonalvaluesandselfconcepts.

BassandRiggio(2012)suggestedfourbehavioursneededinordertopractiseTL,namelyidealisedinfluence,
inspirational motivation, intellectual stimulation, and individualised consideration. Transformational leaders
provideidealisedinfluencewhentheyactasrolemodels,expressconfidenceintheorganisationalvision,and
instil trust, respect, admiration, and faith among organisational members. Such leaders have the ability to
fostercooperationamongtheirfollowers.Inspirationalmotivationreferstothedegreetowhichleadersare
able to inspire their followers to become committed to the organisational vision. They are able to build
relationships with their followers through interactive communication, and encourage individual and team
spiritamongorganisationalmembers.

Intellectualstimulationreferstothedegreetowhichleadersstimulatetheirfollowerstotrynewapproaches,
and to reexamine and challenge existing assumptions. Leaders who demonstrate this behaviour encourage
imagination, and develop innovative ways of dealing with organisational issues. Individualised consideration
describes the extent to which leaders build interactive relationships with their followers and pay special
attentiontotheirneeds.Theyshowsupport,considertheirskills,andabilities,andshowappreciationfortheir
work. Leaders operating according to this style act as coaches and mentors when trying to assist their
followers to become fully actualised and to develop jobrelated competencies, and show empathy and
consideration.

Mathew (2010) indicated that knowledge is a mix of data, information, skills, and experiences, which are
related to each other and which may be used in making decisions. The prior literature has distinguished
between tacit and explicit knowledge. Tacit knowledge describes the personal, the subjective, and the
intangible (Nonaka et al., 2006). It is embedded in the minds of people, is accumulated through study,
learning, and experiences, and is developed through social interaction (von Krogh et al., 2012). Thus it is
difficult to share. On the other hand, explicit knowledge denotes knowledge that is articulated, objective,
externalisedandcaptured,andwhichhasamoretangibleformat(Nonakaetal.,2006).Thistypeofknowledge
is saved in documents and found in books, databases, and regulations, making it easily shared between
individualsandorganisations.

HumayunandGang(2013)statedthatKMconsistsofacquisition,sharingandapplication.Theyexplainedthat
effectivenessandinnovationisachievedwhenKSistakenintoconsiderationinKM.Hislop(2013)showedthat
tacitKSamongorganisationalmembersisoneofthemostimportantaspectsofsuccessinKM.Itplaysalarge
roleinincreasingthecompetitiveadvantageofanorganisationandiskeytoenhancingcreativity(vonKroghet
al.,2012).

KSreferstoatwodimensionalprocesswherebyorganisationalmembersshareandexchangetheirtacitand
explicit knowledge. Daily interaction creates new knowledge through the process of knowledge exchange,
donation, and collection (Hooff and Weenen, 2004). The purpose of donating knowledge is to see tacit
knowledge become explicit and owned by the entire group. Meanwhile, collecting knowledge refers to
consultingpeopleandseekingknowledgeout,whichinturnimprovestheentirestockofknowledgeavailable
totheorganisation(vonKroghetal.,2012).

SawasnAlhusseiniandIbrahimElbeltagi
TL is able to promote and cultivate norms and values that encourage KS. Transformational leaders with
idealised influenced instil admiration, respect, pride, and faith, and tend to emphasise the importance of
havingacollectivesenseoftheorganisationsmission(BassandRiggio,2012).Whenmembersfeelthattheir
leadershaveconfidenceinthem,trustintheircapabilities,careabouttheirworkandappreciatetheirefforts
to create knowledge, for example by having new ideas, they will be more willing to give their opinions and
shareknowledge(Leeetal.,2010).Employeesworkingunderleaderswhopractiseinspirationalmotivationare
encouragedtoachievetheorganisationalvisionbecauseoftheindividualandteamspiritthatiscreated,and
areinspiredtoleadtaskorientedcommitmentbysharingthatvision(Saenz,2011).
When they exhibit intellectual stimulation, transformational leaders generate different ways of thinking,
challenge followers assumptions, and seek new solutions to problems from multiple perspectives. Leaders
whopromotediscussion,reviews,andtheopensharingofideasaremorelikelytoencourageKSactivities(von
Krogh et al., 2012). Leaders who use individualised consideration are aware of their followers needs and
concernsasindividuals,anddeveloptheirstrengthsthroughcoachingandconsulting(BassandRiggio,2012).
Leaderswhoareawareoftheuniqueknowledgeoftheirmembersandlistentotheirviewsaremorelikelyto
motivatethemtosharetheirknowledgewithothers(Shihetal.,2012).
PreviousliteraturehasstudiedTLfromdifferentcontexts.Forinstance,HumayunandGang(2013)indicated
that leaders have the power to affect the intentions of employees to collect knowledge by developing the
knowledge culture within organisation. Shih et al. (2012) showed that TL can increase R&D workers
knowledgeexchangebehaviourbycreatingatrustingclimate,intheirstudyofTaiwaneseelectronicproduct
manufacturers.Sebaetal.(2012)foundthat,withinpublicorganisationsintheUAE,themainbarrierstothe
practisingofKSactivitiesamongemployeesweretrust,theorganisationalstructure,andtheleadershipstyle.
In the HE sector, Jahani et al. (2011) demonstrated that transformational leaders encourage individuals to
break through boundaries and share their experiences within and across departments. Meanwhile, Mathew
(2010)arguedthatalackofleadershipsupportisthemainbarriertoKSinhighereducationinstitutions(HEIs),
makingitdifficultforpeopletouseknowledge,andsharedataandinformationeffectively.
Although,theabovestudieslookedattherelationbetweenTLandKS,researchonTLhasnotfullyexamined
themechanismsthroughwhichTLshapesteachingstaffsperformanceandbehaviour(Yukl,2013),andthere
is a call for research into how leadership affects KS in HE within developing countries (Jahani et al., 2011),
particularlyIraq.Therefore,thisresearchproposesthefollowinghypotheses:
H1: TL, through (H1a) idealised influence, (H1b) inspirational motivation, (H1c) intellectual
stimulation,and(H1d)individualisedconsideration,willhaveapositiveeffectonthedonatingof
knowledgeinIraqsHEIs.
H2: TL, through (H2a) idealised influence, (H2b) inspirational motivation, (H2c) intellectual
stimulation,and(H2d)individualisedconsideration,willhaveapositiveeffectonthecollectingof
knowledgeinIraqsHEIs.

3. Method
This research used a quantitative approach to examine the effects of the four components of TL on the
donating and collecting of knowledge. Quantitative research seeks to test theories by examining the causal
relationshipsamongvariables(Saundersetal.,2012).AselfadministeredquestionnairewithafivepointLikert
scale ranging from 1= (strongly disagree) to 5= (strongly agree) was used. The questionnaire was translated
intoArabicusingthetranslationbacktranslationprocedure.

3.1 Measures
TLwasmeasuredusingamultifactorleadershipquestionnaire(MLQ)(BassandAvolio,2000).Eachparticipant
was asked to rate aspects of his/her leadership behaviour related to each of the four TL components: 1)
idealised influence, under which style leaders encourage their members of staff to have pride, faith, and
respect in themselves and their university. (2) inspirational motivation, through which leaders attempt to
stimulatetheirmembersofstaffbymotivatingthemtogetinvolvedinasharedvisionfortheuniversity,(3)
intellectualstimulation,bywhichleaderspromotelearningandcreativityamongstaff,and(4)individualised
consideration, through which leaders provide satisfaction to members of staff by advising, supporting, and


SawasnAlhusseiniandIbrahimElbeltagi
coachingthemandlisteningtotheirindividualneeds,thusallowingthemtodevelopandselfactualise.The
scalecontained21items(questions):7foridealisedinfluenced,5forinspirationalmotivation,5forintellectual
stimulationand4forindividualisedconsideration.

KS is described in this paper as the exchange of knowledge, experiences, and skills regarding teaching
operations and administrative issues, among members of staff, through the donating and collecting of
knowledge.TheoriginalinstrumentofHooffandWeenen(2004)consistedof12items,proventobevalidand
reliable

3.2 Datacollection
The questionnaires were distributed by researchers using the delivery andcollection method. Members of
staff from eight public colleges in Iraq were randomly selected to receive the questionnaires and rate their
leaders (Deputy Deans and Heads of Department). By the year 2011, the Ministry of Higher Education and
Scientific Research (MOHESR) in Iraq had 69 public universities and institutes under its supervision. These
universities educate their students in different specialisations, leading to graduate certificates at the B.Sc.,
M.Sc.,andPh.D.levels.Thelateststatisticsshowedthenumberofstudentsenrolledinpubliceducationtobe
421,987,including21,121postgraduatestudents.2,140scholarshipshadbeenawarded(MOHESR,2012).

Stratified random sampling was used in this research. This type of sampling is more effective than other
methods when the population of the study covers a large geographical area and when the researcher can
easily access the entire population (Saunders et al., 2012). 400 questionnaires were distributed to the eight
colleges.Ofthese,250werereturnedandusablefortheanalysis.

4. Findings
TheaimofthisresearchwastoexaminetheeffectofthefourcomponentsofTLonKSprocessesinIraqiHE.
Structuralequationmodelling(SEM)wasperformed,usingAMOS20.Thismethodhelpsresearcherstobuild
modelsofcomplexrelationshipsandanalysedirectandindirecteffects(Hairetal.,2010).Themeasurement
model addresses and evaluates the reliability and validity of the indicators for measuring the hypothetical
constructs,whilethestructuralmodeladdressestherelationsamongtheunobservedvariablesanddealswith
thecausalrelationsamongthevariablesaccordingtotheproposedhypotheses(Hairetal.,2010).

4.1 Evaluatingthemeasurementmodel
Thevalidityofthemeasurementmodeldependsonestablishingacceptablelevelsofgoodnessoffitforthe
model, and finding specific evidence of construct validity (Hair et al., 2010). To evaluate the validity of the
measurementmodel,constructvalidity,consisting,ofconvergentanddiscriminantvalidity,wasassessed.The
sixfactors,idealisedinfluence,inspirationalmotivation,intellectualstimulation,individualisedconsideration,
knowledgedonating,andknowledgecollecting,weremeasuredusing33items.Theconvergentvalidityofthe
model was evaluated through confirmatory factor analysis (CFA) using AMOS 20, which significant factor
loadings of 0.5 or higher were investigated (Hair et al., 2010), and the average variance extracted (AVE)
measurewasrequiredtobe0.5orhigher(FornellandLarcker,1981).Nineitemswithfactorloadingsofless
than0.5,andthereforenotmakingagoodcontributiontotheirpredictedconstructs,weredeletedfromthe
scale. Reliability was assessed based on the Cronbachs alphas and composite reliability (CR), each of which
wasrequiredtoexceed0.7(Hairetal.,2010).Table(1)showstheconvergentvalidityandinternalreliabilityto
besatisfactory,sinceallfactorloadings,CRandAVEvaluesareacceptableandsignificant:

Discriminantvalidityreferstotheextenttowhichaconstructistrulydifferentfromtheotherconstructs,the
maingoalbeingtoestablishinternalconsistency.Thisresearchevaluateddiscriminantvalidityusingtherules
of Fornell and Larcker (1981). According to them, the AVE should be greater than the squared correlation
between two constructs. Table 2 shows the means and standard deviations. Additionally, it shows that the
variancesextractedfromtheconstructsweregreaterthanallofthesquaredcorrelationsbetweenitems.

Thegoodnessofthemodelwasfoundtobeacceptable,asshowninTable3,include:(1)Absolutefitindices,
thisincludesX/df,andtherootmeansquareerrorofapproximation(RMSEA),and(2)theModelcomparison
indices. The fit indices used most often are the incremental fit measurement, which includes a normed fit
index(NFI),acomparativefitindex(CFI),andTheTuckerLewisindex(TLI)(Hairetal.,2010)


SawasnAlhusseiniandIbrahimElbeltagi
Table1:ResultsofCFA
Factor
Idealisedinfluence

Inspirationalmotivation

Intellectualstimulation

Individualisedconsideration

Knowledgedonating

Knowledgecollecting

Itemcode
ID1
ID2
ID3
ID4
IM5
IM6
IM7
IM8
IS9
IS10
IS11
IS12
IC13
IC14
IC15
IC16
KD17
KD18
KD19
KD20
KC21
KC22
KC23
KC24

Loading
0.790
0.810
0.880
0.790
0.800
0.880
0.870
0.790
0.750
0.730
0.857
0.853
0.750
0.870
0.860
0.770
0.890
0.710
0.690
0.880
0.700
0.690
0.860
0.853

0.78

AVE
0.73

CR
0.79

0.80

0.75

0.80

0.82

0.74

0.83

0.85

0.73

0.85

0.81

0.70

0.80

0.82

0.72

0.83

Table2:Descriptiveanddiscriminantvalidityanalysis
Factor
1idealisedinfluence
2inspirationalmotivation
3intellectualstimulation
4individualisedconsideration
5knowledgedonating

Mean
3.310
3.335
3.470
3.542
3.462

S.D
0.915
0.896
0.876
0.892
0.879

1
0.73
0.345
0.320
0.251
0.235

0.75
0.160
0.315
0.290

0.74
0.202
0.463

0.73
0.354

0.70

6knowledgecollecting

3.520

0.880

0.248

0.294

0.478

0.362

0.421

0.72

Note:S.D=standarddeviation
Table3:Thefitindicesofthemodel
Fitindices
/df
CFI
NFI
TLI
RMSEA

TL
1.553
0.970
0.968
0.971
0.032

KS
1.870
0.950
0.974
0.950
0.041

Target
25
0.90
0.90
0.90
<0.050.08

4.2 Evaluatingthestructuralmodel
The aim of this research was to examine the impact of the four components of TL on the donating and
collecting of knowledge in HE in Iraq. The structural model fits the data and all fit indices lie within the
recommendedcriteria.Themodelfitindicesare=427.270withdf=250and/df=1.709,NFI=0.9732,CFI
=0.9843,TLI=0.9932,andRMSEA=0.043.

H1 is concerned with the effect of TL (idealised influence (ID), inspirational motivation (IM), intellectual
stimulation(IS),andindividualisedconsideration(IC)onthedonatingofknowledge.Table4andFigure1show
anoveralleffectof(0.601),withsubeffectsof(0.52(ID),0.55(IM),0.68(IS),and0.64(IC)).H2isconcerned
withtheeffectofthefourcomponentsofTLonthecollectingofknowledge.Theoveralleffectwasfoundtobe
(0.624),withsubeffectsof(0.58(ID),0.60(IM),0.73(IS),and0.71(IC)),allsignificant.Thesefindingssupport
H1andH2.


SawasnAlhusseiniandIbrahimElbeltagi
Table4:Findingsofthestructuralmodel
Hypothesis
H1a
H1b
H1
H1c
H1d
H1(ad)
H2a
H2b
H2
H2c
H2d
H2(ad)
H1,H2
H1,H2(ad)

Pathofthehypothesis
Idealiseddonating
Inspirationaldonating
Intellectualdonating
Individualiseddonating
TLdonating
Idealisedcollecting
Inspirationalcollecting
Intellectualcollecting
Individualisedcollecting
TLcollecting
TLKS

Estimate
0.52**
0.55**
0.68*
0.64*
0.601**
0.58**
0.60**
0.73*
0.71*
0.624**
0.612**

CR
9.807
9.330
10.073
9.870
9.765
9.321
9.449
9.952
9.891
9.698
9.415

Note:p*<0.05,p**<0.01

Figure1:Resultsofthestructuralmodel

5. Discussion
The results ofthe SEM support thehypothesised relations between TLandKS(H1and H2) inpublic HEIs in
Iraq. Bollinger and Smith (2001) noted that organisational culture plays an important role in enabling
organisational members to work together and share their knowledge. Hence, TL is able to promote and
cultivatenormsandvaluesthatencourageandrespectaKSculture.

This research has found idealised influence to be positively related to KS. Leaders exhibiting this behaviour
havetheabilitytoaddvaluetoaninstitutesactivities,throughknowledgecreation,sharing,codificationand
theintegrationofbothexplicitandtacitknowledge(vonKroghetal.,2012).Itisnotedthattransformational
leadersusingthiscomponentcanbuildatrustbasedcultureandthusatrustbaseduniversity/institute,which
isimportantastrusthasalsobeenfoundtobeanessentialelementofKS(Shihetal.,2012).Followerswho
feelthattheirrelationshipshaveahighleveloftrustarenotonlywillingtolistentoothersbutarealsoableto
absorb knowledge from them, and as a result they tend to become interested in sharing knowledge. The
resultsofthecurrentstudysuggestthattheteachingstaffattheIraqipublicHEIsbelievethattheirleaders
encourage them to collect and donate knowledge by discussing and exchanging their views, learning,
experiences,andskillswithinandoutsideoftheirdepartmentsandtheiruniversities/institutes.

Transformational leaders who exhibit inspirational motivation are enthusiastic and optimistic. They inspire
theirfollowerstoengageandproducemissionorientedcommitmentbysharingtheirvisionandexpectations
(Saenz,2011).Suchleadershavetheabilitytoencouragetheiremployeestoengageinthevisionbycreating
individual and collaborative team spirit (Yukl, 2013). The findings of the current research support the
propositionthatinspirationalmotivationencouragesKSprocessesamongteachingstaffdirectly,byarousing
teamspiritandstimulatingstafftoenvisionattractivefuturesfortheiruniversities.Suchastyleisnecessary


SawasnAlhusseiniandIbrahimElbeltagi
within the educational environment in Iraq as it will helps teaching staff to connect with and support the
commonvision.

Intermsofintellectualstimulation,transformationalleaderscanfacilitatethesearchfornewapproachesand
the establishment of a common vision ((Saenz, 2011). Leaders exhibiting this behaviour have the ability to
challengefollowersassumptionsandencouragethemtolookfornewwaysofsolvingproblemsfrommultiple
perspectives (Bass and Riggio, 2012). When leaders place a high value on knowledge and encourage their
followerstoquestion,anddiscusstheirwork,theyempowerthem,andaremorelikelytoencourageKSamong
them (Lee et al., 2010). The findings of this study demonstrate that leaders in Iraqs public HEIs create
opportunities that stimulate and encourage KS among teaching staff by challenging them to find technical
solutions to problems. This confirms the results of previous studies (Shih et al., 2012; Humayun and Gang,
2013), which have indicated that leaders who promote careful problem solving to their employees will be
morelikelytoimproveKS.

Leadersusingindividualisedconsiderationtendtopayattentiontotheneedsoftheirfollowersanddevelop
their strengths through coaching and mentoring (Bass and Riggio, 2012). This research has found that
membersofstafffeelthattheirleaderssupportandencouragethemtosharetheircontributions,collaborate,
and enact joint decisionmaking processes. They encourage the sharing of knowledge by coaching them
effectivelytocommunicatewitheachother,andbylisteningtotheirsuggestionsonteachingoperationsand
administrativeissuesthroughformalandinformalmeetings.

6. Conclusionsandimplicationsoftheresearch
This research aimed to examine the impact of the four components of TL on the collecting and donating of
knowledge in public HE in Iraq. The research strengthens and supports the link between TL and KS among
teachingstaff,showingthatTLprovidessupport,vision,encouragement,andtrust,andpromotesaKSculture.
ThisgivesanindicationastothemostimportantfactorsthatinfluenceKSandprovidesaclueregardinghow
HEIscanpromoteKSactivities.

TheanalysisoftheeffectsinthisresearchhasclarifiedspecificaspectsofTL(idealisedinfluence,inspirational
motivation,intellectualstimulationandindividualisedconsideration)andtheirimpactsonthecollectionand
donationofknowledgebymembersofstaff.Thisinformationcanprovideleaderswithideasaboutthestyleof
behaviourtheycanusetopromoteKSamongtheirteachingstaff,unlikepreviousstudies(Shihetal.,2012)
thatstudiedTLasasinglefactorandthusdidnotidentifyspecificTLbehavioursandtheireffectsonKS.The
findingsofthecurrentresearchextendandconfirmtheuniversalityofTLtheoryanditseffectsacrosscultures
(Bass,1985),bytakingIraqasacasestudyofadevelopingcountrywithinwhichtoexaminetheimpactofTL
onKS.Thefindingsindicatethat,TLplaysasignificantroleinpromotingaKScultureinpublicHEIsinIraq.

From a methodological perspective, this research supports and achieves validity and reliability for the
constructsmeasuringTL,andKS,inanewgeographicalarea.ThisgivesgreateraccuracytotheresultsforIraqi
HEIs,andprovidesavaluableexampleofamethodologythatresearchersandacademicsmightusetotrack
theextentofTLanditseffectsonKSinother,similarresearch.

This research has implications for academics and policy makers in public HEIs. The study found TL to be
essentialtothepracticeofKSamongteachingstaffwithinHEIs.Transformationalleadershavetheabilityto
createacultureoftrustandaffectivecommitment,whichisnecessaryinordertoencouragestaffmembersto
overcome their natural resistance to sharing what they know. Such leaders can stimulate their faculties to
practise KS activities by encouraging them to establish sessions, lectures, workshops, and other formal and
informalmeansofcommunicationinordertoshareandexchangetheirlearningandexperiences.

Thisresearchhasfurtherrevealedthatintellectualstimulationisthestrongestpredictorforthepractisingof
KS.Thus,leadersshouldencouragediscussionandthesharingofknowledgeamongteachingstaffbyseeking
newapproachesregardingteachingmaterials,anddevelopingskillsthroughbrainstorming,regularmeetings
andseminarswithinandoutsidetheirdepartmentsandcolleges.


SawasnAlhusseiniandIbrahimElbeltagi

7. Limitationsandfutureresearch
ThesampleinthisstudywaslimitedtothepublicHEsector,andthereforetheresultscannotbegeneralisedto
othersectors.Furtherstudiesshouldexploresuchrelationshipsinothersectors,suchasindustry,toexamine
whethertheresultsofthecurrentstudyaresupportedornot.

Intermsofgeographicalarea,thecontextwasdevelopingcountries,specificallyIraq.Hence,thefindingsmay
notbegeneralisabletoothercountries,sinceculturaldifferencesmayleadtodifferentinfluences(Hofstedeet
al.,2010).Forfurthervalidity,themodelcouldbeextendedtodifferentcities,countriesandcultures,andthis
mayleadtodifferentfindings.

TheresearchfocusedonTLasanenablerforKS.However,itdidnotconsiderotherenablersthatarecriticalto
KS,suchasindividualcharacteristicsororganisationalclimate.Futureresearchcouldstudysuchfactors.

Appendix1
Factor

Idealisedinfluence

Inspirational
motivateon

Intellectual
stimolation

Individualised
consideration

Knowledge
donating

Knowledge
collecting

Item
Instilsprideinbeingassociatedwithhim/her*
Goesbeyondselfinterestforthegoodofthegroup
Talksabouthis/herimportantvaluesandbeliefs*
Emphasisestheimportanceofhavingacollectivesense
Considersthemoralandethicalconsequencesofdecisions*
Actsinwaysthatbuildmyrespect
Displaysasenseofpowerandconfidence
Articulatesacompellingvisionofthefuture*
Talksoptimisticallyaboutthefuture
Talksenthusiasticallyaboutwhatneedstobeaccomplished
Developsateamattitudeandspiritamongmembersofstaff
Expressesconfidencethatgoalswillbeachieved
Reexaminescriticalassumptionstoquestionwhethertheyareappropriate
Suggestsnewwaysoflookingathowtocompleteassignments*
Seeksdifferentperspectiveswhensolvingproblems
Getsmetolookatproblemsfrommanydifferentangles
Encouragesmetorethinkideasthathaveneverbeenquestionedbefore
Spendstimeteachingandcoaching
Treatsmeasanindividualratherthanjustasamemberofagroup
Considersmeashavingdifferentneeds,abilitiesandaspirationstoothers
Helpsmetodevelopmystrengths
Knowledgesharingwithcolleaguesisconsiderednormalthinginmydepartment
WhenIhavelearnedsomethingnewregardingteachingprofession,Itellmycolleaguesinmy
departmentaboutit.*
Whentheyhavelearnedsomethingnew,mycolleagueswithinmydepartmenttellmeaboutit
Whentheyhavelearnedsomethingnew,colleaguesoutsideofmydepartmenttellmeaboutit.
WhenIhavelearnedsomethingnewregardingteachingprofession,Itellcolleaguesoutsideof
mydepartmentaboutit.
Knowledgesharingwithcolleaguesisconsiderednormalthingoutsideofmydepartment.*
IshareanyinformationIhavewithcolleagueswithinmydepartmentwhentheyaskforit.
Colleagueswithinmydepartmentshareknowledgewithme,whenIaskthemaboutit.
Isharemyskillswithcolleagueswithinmydepartmentwhentheyaskmeto.*
IshareinformationIhavewithcolleaguesoutsideofmydepartment,whentheyaskmeto.
ColleaguesoutsideofmydepartmenttellmewhattheyknowwhenIaskthemaboutit.*
Isharemyskillswithcolleaguesoutsideofmydepartment,whentheyaskmeto.

Note:(*)ReferstoitemsthatweredeletedaftertherunningoftheCFA.

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