هنگامه جهان پناه

Principals do not teach in the classroom, but their role in improving the learning outcomes of teachers and students is very important. This study was conducted with the aim of investigating the mediating effect of teachers' academic emphasis and knowledge sharing in the relationship between principals' learning-centered leadership and teachers' focus on   improving student learning. The data were collected with the participation of ۲۸۴ elementary school teachers of the first education district of Shiraz city and through the questionnaires of learning-centered leadership by Liu et al. (۲۰۱۶), academic emphasis by Baird et al. (۲۰۱۰), knowledge sharing behavior by Yanyu et al.(۲۰۱۳), teachers' focus o   improving student learning was compiled from Lee and Lee (۲۰۱۸). The results of structural equation modeling analysis show that there is a positive and significant relationship between the principal's learning-centered leadership and teachers' focus on improving students' learning indirectly through the mediation of academic emphasis and knowledge sharing, but no direct relationship was observed between learning-centered leadership and teachers' focus on improving students' learning. The results of the research show that the effect of principals' learning-centered leadership on teachers' focus on improving students' learning is largely dependent on teachers' beliefs such as academic emphasis and their knowledge sharing behaviors. It is suggested that learning-centered principals, by emphasizing high-level educational goals and standards, provide opportunities to exchange and share knowledge so that teachers can develop their performance and ultimately improve student learning.