This study tested the relationship between principals’ learning-centered leadership and teacher professional learning in Iranian primary schools, with a focus on the mediating role of trust and knowledge sharing behavior. Survey data collected from 886 teachers in 121 primary schools, representing a range of socioeconomic status, distributed across three districts in the city of Mashhad. Data were analyzed using confirmatory factor analysis and structural equation modeling. The results illustrate significant path relationships between the constructs, linking learning-centered leadership with teacher professional learning. Learning-centered leadership directly influenced the professional learning of teachers, and such a relationship was fully mediated by the teachers’ trust and knowledge-based sharing behavior in these Iranian primary schools. These results provide evidence that principals can enhance teacher learning by emphasizing teaching and learning to develop trust among teachers and foster knowledge sharing.

这项研究测试了伊朗小学的校长以学习为中心的领导能力与教师专业学习之间的关系，重点是信任和知识共享行为的中介作用。从马什哈德市三个地区分布的121所小学的886名教师收集的调查数据代表了一系列社会经济地位。使用验证性因子分析和结构方程模型分析数据。结果说明了构建之间的重要路径关系，将以学习为中心的领导与教师专业学习联系在一起。以学习为中心的领导直接影响了教师的专业学习，在伊朗这些小学中，教师之间的信任和以知识为基础的分享行为充分地调节了这种关系。