Unpacking the Dynamics of Pre-Service Teachers’ Attitudes Toward the Teaching Profession, Belonging, and Knowledge Sharing in an Underexplored Context

Abstract

Empirical evidence increasingly suggests that the attitudes of pre-service teachers (PSTs) toward the teaching profession (ATTP) are critical determinants of their professional identity, engagement, and collaborative behaviors. This study, guided by the Theory of Planned Behavior and the Self-Determination Theory, investigates how the ATTP dimensions (affection, value, and harmony) influence knowledge sharing both directly and indirectly. A cross-sectional study was carried out among 506 PSTs participating in teacher education programs (TEPs) at five Egyptian universities. Using structural equation modeling (SEM), the results show that ATTP strongly predicts knowledge sharing both directly and through the sense of belonging’s mediating role. The affection and value dimensions exert significant indirect effects on knowledge sharing through a sense of belonging, whereas harmony has a direct effect on knowledge sharing without mediation. These findings highlight the critical significance of the sense of belonging in creating a collaborative and supportive environment that promotes PSTs’ professional development and knowledge-sharing practices. This study has crucial implications for teacher education programs and policymakers. TEPs can build positive attitudes toward teaching and a sense of belonging, creating an environment conducive to knowledge sharing and professional development.

1. Introduction

As crystallized in the OECD report Teachers Matter, teachers are pivotal in driving educational quality and advancing schools (OECD, 2005). This has been paralleled by the growth in interest among researchers in the fields of teacher education, emphasizing professional knowledge of pre-service teachers (Mena et al., 2017), their sense of belonging (Bjorklund et al., 2020), and their professional attitudes (Löfström & Poom-Valickis, 2013; Pekmezci & Ertaş, 2024). Conceptually, becoming an effective teacher is a lengthy and multifaceted process that relies on reciprocal and mutually supportive relationships across personal, professional, and peer interactions (Huang & Yip, 2021). Along this line, a plethora of research has spotlighted its multidimensional, unique, and context-specific nature (e.g., Braga et al., 2020; Flores, 2001; Rowan et al., 2020), which involves navigating a dynamic interaction of diverse, and sometimes conflicting, perspectives, beliefs, and practices, all while simultaneously developing a professional identity. It is not surprising, therefore, that teacher education has risen to prominence on the global policy agenda (Smith & Heyward, 2023; Tatto, 2021).

In Egypt, teacher education faces a range of challenges that impact the effectiveness of its programs and the quality of its future educators. As indicated by Al-Mahdy and Sywelem (2016), Egyptian schools do not function as professional learning communities according to teachers’ perceptions, and the lack of practice sharing among educators further hampers school performance by preventing educators from benefiting from each other’s expertise. This situation may be ascribed to the fact that teachers in the Arab context are generally not involved in the planning process, lack effective training in teamwork, and work within a culture that does not promote collaboration or offer a rewarding system (Ibrahim et al., 2013).

The key determinant of a teacher’s success and performance is their professional attitude, and PSTs with positive ATTP are more likely to become effective educators (Subban & Mahlo, 2016). Given that the transition into the teaching profession may be particularly traumatic for pre-service teachers (Ao et al., 2024; Pamu, 2010), several authors, thus, have shifted focus towards understanding how teacher attitudes towards the profession contribute to not just surviving but thriving in their careers (e.g., Gu & Day, 2007; Madigan & Kim, 2021). In this context, Tseng and Kuo (2014) established that the behavioral patterns of knowledge sharing, mainly knowledge giving and knowledge receiving, are primarily driven by prosocial commitment as well as performance expectancy, reciprocally, emanating from positive attitudes (Bogler & Somech, 2004). Prior studies have demonstrated that PSTs with a positive ATTP are more likely to embrace professional development opportunities, actively engage in practice sharing, and foster a supportive learning environment (Andronache et al., 2014; Fray & Gore, 2018; Güneyli & Aslan, 2009). This highlights the need for more research on the links among knowledge-sharing behavior, sense of belonging, and teachers’ ATTP to provide research-based evidence that can guide Egypt’s educational reform efforts.

Despite the extensive body of research on attitude toward the teaching profession in Western countries, there is a noticeable scarcity of studies in the Arab world (Alkhateeb, 2012). The existing literature highlights a significant gap in research on attitude toward the teaching profession in teacher education (Alkhateeb, 2012; Richardson, 2003; Pekmezci & Ertaş, 2024). Additionally, following a thorough search of major research databases such as WOS, Scopus, EBSCO, and ScienceDirect, it is evident that this study represents the first investigation to explore the connection between the mediator sense of belonging and the domains of attitude towards teaching profession and knowledge sharing.

In their groundbreaking review, Zee and Koomen (2016) recommend research investigating the interplay between teachers’ belief in their professional capabilities and factors that enhance job satisfaction, well-being, and retention. This study responds to that call by examining how these factors, combined with teachers’ attitudes, positively influence their career trajectories. Furthermore, Bjorklund et al. (2021) recommend examining teacher education programs (TEPs) that use various strategies to cement reciprocal connections and generate cohesive cohorts, as this could profoundly foster a supportive and resilient environment for pre-service teachers. This research prioritizes “quality retention” (Gu & Day, 2007, p. 1314) over “physical continuation in the role,” highlighting the importance of sustaining a sense of belonging and all that it stands for, enabling teachers to effectively overcome the obstacles in their professional and personal life and to “thrive professionally”. This study seeks to address a gap in the literature by investigating how attitudes towards teaching in Egyptian teacher education influence the sense of belonging and knowledge sharing. It examines previous research, outlines its objectives, and proposes a model that highlights the links between ATTP, sense of belonging, and knowledge sharing, with the purpose of establishing mechanisms that create a more collaborative and supportive learning environment to better prepare future teachers.

2. Conceptual Framework and Hypothesis Formulation

2.1. Attitude Towards the Teaching Profession (ATTP)

Attitude is, in accordance with the multicomponent paradigm of attitude formation, a person’s array of evaluations toward a particular entity, encompassing behavioral, emotional, and cognitive mechanisms grounded in knowledge and experience (Eagly & Chaiken, 1997). Rooted in the Theory of Planned Behavior (Ajzen, 1987), attitudes, personal norms, and beliefs regarding behavior control all contribute to one’s intent of engaging in specific behaviors, with intention being the driving force behind behavior and attitudes being one of its key determinants. A key factor influencing a teacher’s efficiency and success is their professional attitude, which encompasses the implicit beliefs and perceptions they hold regarding teaching, students, the classroom environment, and the value, respect, and importance of the profession in society (Carr, 2006; Güneyli & Aslan, 2009). While intrinsic sources of teachers’ professional attitude are self-efficacy beliefs (Kula, 2022), social entrepreneurship perceptions (Aydogmus, 2019), self-esteem (Özokcu, 2021), and motivation-related influencing factors (Bürger et al., 2021), the extrinsic sources of teachers’ professional attitude include social support (Elwakil, 2024), work environment (Saloviita & Pakarinen, 2021), leadership styles (Thomas et al., 2018), and professional development opportunities (Van Aalderen-Smeets & Van Der Molen, 2015).

According to Pelini (2016), the way PSTs view teaching significantly shapes their developing professional identity. Ulug et al. (2011) assert that students affirm that teachers with positive attitudes and behaviors positively influence their character development and success, while teachers with negative attitudes and behaviors have a detrimental effect on their character development and success. Prior research has examined the interrelationships between PSTs’ attitudes towards the teaching profession and several factors. In this regard, Bergmark et al. (2018) discursively identified prospective teachers’ professional attitudes and their motivations for pursuing it in their early years of education. Similarly, Pop and Turner (2009) delved into how PSTs’ opinions and perceptions about teaching as a profession relate to their degrees of commitment to the profession. The growing significance of ATTP has sparked the rise in research investigating several demographic factors and attitudes toward teaching (Işıkgöz, 2025; Üstüner et al., 2009; Yildirim, 2012).

2.2. Knowledge Sharing

Social exchange theory describes knowledge sharing, mirroring the reciprocity triggers (H. L. Chen et al., 2014), as a psychosocial construct that involves the exchange of information and expertise among individuals. This process generates new knowledge for implementing specific tasks and enhances useful knowledge within an organization by fostering communication, providing learning opportunities, and promoting the dissemination of relevant knowledge artifacts (An et al., 2017; Feiz et al., 2017). Conceptually, knowledge sharing involves both knowledge collation (i.e., acquiring information through others by consultation) and knowledge dissemination (i.e., being willing to engage individuals as well as impart knowledge to them) (Van Den Hooff & De Leeuw Van Weenen, 2004). Accordingly, in the educational context, knowledge sharing entails providing task-related knowledge, experiences, skills, and expertise (including student achievement data), along with pedagogical practices, to facilitate assistance and collaboration in problem-solving, generating novel ideas, or implementing policies or procedures (Tan, 2016; S. Wang & Noe, 2010). Knowledge sharing, influenced by the academic culture and collaborative environment within educational institutions, incorporates both formal and informal interactions where teachers share insights, resources, and best practices, thereby fostering a community of continuous professional development and mutual support (Caskova & Chudy, 2021).

As H. L. Chen et al. (2014) identified, knowledge sharing among teachers operates as a social exchange, where community trust, which is related to belonging, amplifies knowledge-sharing behavior by influencing the intention to share knowledge. In this context, knowledge sharing is exemplified by written communication, direct interactions, connecting with other professionals, or recording, arranging, and sustaining knowledge (S. Wang & Noe, 2010). Fattah et al. (2020) reported that there is a substantial link between subjective norms and knowledge-sharing behavior among Omani university students, with knowledge-sharing intention playing a mediating role. Additionally, I. Y. Chen et al. (2009) empirically unveiled that knowledge-sharing intention is substantially correlated with knowledge-sharing behavior, and that attitudes, personal norms, and web-specific competence, as well as social network connections are effective predictors of this intention. Tahir et al. (2016) found that reward systems and organizational culture emerged as influential factors and strong predictors for teachers’ knowledge-sharing behaviors, while challenges to knowledge sharing among peers were attributed to insufficient management support, micro-political issues, and teachers’ own negative perceptions.

2.3. Sense of Belonging

Sense of belonging remains inseparably integral to both the formation and maintenance of one’s identity (Fejes & Köpsén, 2014; Stephenson, 2008). Furthermore, it is an innately fundamental need (Pedler et al., 2021). It is a multifaceted concept that encompasses a profoundly individualized and context-dependent experience that directly evolves based on one’s perception of (a) security, acceptance, inclusion, value, and respect by a designated group; (b) mutual connection and integration with the group; and (c) a harmony between professional and personal ideals and the group’s values (Levett-Jones & Lathlean, 2009). It entails cultivating relationships with individuals or groups that not only foster a feeling of fulfillment and meaning in life but also improve their sense of fitting in (Crawford et al., 2023; Lambert et al., 2013). As an individual grows more centrally integrated into a community, they develop a sense of belonging and a shared identity with that community (Weiss, 2021).

An expanding body of scholarship regarding the sense of belonging in education centers primarily on students in K–12 as well as undergraduate contexts. Notably, in K–12 settings, research has revealed that positive relationships and genuine connections among peers as well as educators can enhance students’ sense of belonging (Bjorklund et al., 2020; Ibrahim & Zaatari, 2019). An increased sense of belonging has been shown to influence social identity, interpersonal interactions, emotional management, and academic motivation, as well as performance (Allen et al., 2021). Additionally, research has shown a substantial correlation between sense of belonging and the retention as well as persistence of first-year college students (Pedler et al., 2021; Van Herpen et al., 2019). Moreover, undergraduate students’ sense of belonging has been linked to improved academic accomplishment (Ahn & Davis, 2019), life satisfaction (Civitci, 2015), and academic self-efficacy (Slaten et al., 2024).

Despite the crucial role that the sense of belonging plays for students, studies on this subject in postgraduate contexts are noticeably lacking, particularly when considering the realm of teacher education (e.g., Bjorklund et al., 2020; Bjorklund & Daly, 2021). Therefore, one of the key objectives of this research is to fill a gap in the literature. Support and a sense of belonging represent vital drivers for both early career as well as pre-service teachers (Clandinin et al., 2015; Weatherby-Fell et al., 2019). In this regard, Bjorklund et al. (2020) revealed a substantial and positive correlation between self-efficacy perceptions of PSTs and their sense of belonging to the TEP and network centrality. Additionally, several researchers have contended that establishing a robust association with the teachers’ community can result in heightened self-efficacy (Chan, 2008). Moreover, Cornu and Ewing (2008) assert that being part of a supportive peer group within a TEP promotes resilience as well as support for novice teachers, therefore strengthening PSTs as they transition into the teaching profession. Research revealed that there is a correlation between PSTs’ positive professional attitudes and their sense of belonging to the education faculty (Caglar, 2013). A sense of belonging is crucial for PSTs to establish their identity as educators and find fulfillment in their work and lives (Dewhurst et al., 2020). Furthermore, Pendergast et al. (2020) discovered that PSTs’ field placement performance was negatively correlated with their sense of not belonging, therefore affecting their mental health, happiness, and ability to learn. Furthermore, Gizir (2019) emphasized that a connected classroom climate—characterized by positive as well as supportive interactions among PSTs and between PSTs and faculty—is essential for empowering a sense of belonging.

2.4. The Link Between ATTP, Sense of Belonging, and Knowledge Sharing

There is scarce research exploring the link between ATTP and sense of belonging. Bjorklund et al. (2020) revealed that a stronger sense of belonging within a TEP indicates that PSTs remain more actively engaged in the community, which in turn enhances their teacher identity, self-efficacy, competence, and overall sense of meaning. Flores and Day (2006) contended that PSTs motivated to pursue teaching place significant value on their university educational experiences before choosing their teaching preferences. In their study on the reasons for embracing teaching as a profession, Kılcan et al. (2014), indicated that prospective teachers who deliberately choose teaching demonstrate a profound sense of belonging to their educational training faculty. Students who feel more supported by their educators as well as peers not only feel more like they belong to their school community but also show greater cognitive (more endeavor-based and intellectual involvement), affective (fulfillment, positive attitude, etc.), and behavioral (participation, adherence, etc.) engagement (Maluenda-Albornoz et al., 2022).

No research has examined the relationship between attitudes towards the teaching profession (affection, value, and harmony) and knowledge sharing among pre-service teachers. Grounded in Andronache et al.’s (2014) framework, the development and manifestation of ATTP among PSTs involve acquiring a comprehensive set of cognitive beliefs and assumptions about the teaching profession. These attitudes are crucial as they shape emotional experiences related to teaching and influence behaviors that are essential for effectively demonstrating the knowledge and competencies vital for the profession. Additionally, in alignment with the self-determination paradigm presented by Ryan and Deci (2000), it is crucial to fulfill the psychological prerequisites of student teachers—autonomy, competence, and relatedness—as meeting such needs is a prerequisite for fostering positive attitudes, and maintaining supportive social conditions is necessary to achieve these outcomes (Dincer et al., 2019). Likewise, given that knowledge sharing is viewed as a psychosocial construct involving individuals’ abilities to expand both explicit and tacit knowledge through interaction and social activities (Ganguly et al., 2019), and considering that Andronache et al. (2014) suggested that the ATTP process is in alignment with the manifestation-of-knowledge process, which is deemed really vital for knowledge-sharing entrance, it can be hypothesized that ATTP is likely to have a positive relationship with knowledge sharing.

In integrating Self-Determination Theory (SDT) and the Theory of Planned Behavior (TPB), the present study leverages the complementary strengths of both theories to provide a comprehensive understanding of how attitudes toward the teaching profession influence knowledge sharing through the mediating role of the sense of belonging. SDT establishes the motivational foundation by emphasizing the fulfillment of autonomy, competence, and relatedness as key drivers for fostering positive attitudes toward the teaching profession (Ryan & Deci, 2000). These positive attitudes, rooted in intrinsic motivation, not only enhance the sense of belonging but also serve as a motivational basis for engaging in knowledge-sharing behaviors. Within this framework, TPB provides a mechanism through which these motivationally driven attitudes are translated into intentional behaviors. Specifically, TPB posits that attitudes, subjective norms, and perceived behavioral control collectively shape behavioral intentions (Ajzen, 1987). In the current model, the sense of belonging functions as the mediating mechanism that channels the motivational impact of ATTP into specific behavioral intentions, such as knowledge sharing. Thus, the extent to which pre-service teachers feel a strong sense of belonging within their training programs can significantly influence their intention to share knowledge. Consequently, SDT delineates how the satisfaction of psychological needs fosters positive attitudes, while TPB extends this process by demonstrating how these attitudes, reinforced through a sense of belonging, are subsequently translated into behavioral intentions to engage in knowledge sharing. This integrated perspective offers a cohesive framework for understanding how motivational constructs (SDT) and behavioral mechanisms (TPB) interact to explain the knowledge-sharing process within teacher education programs.

Generally, the sense of belonging in TEPs is conceptualized as an antecedent to knowledge sharing. Brouwer and Jansen (2019) found that belongingness affects the personal assets of knowledge sharing indirectly by means of social engagement. Similarly, Yilmaz (2016) revealed that a sense of connectedness—which is related to belonging—to a community of peers positively affects students’ knowledge-sharing behaviors. Bjorklund et al. (2020) surveyed 245 pre-service teachers across seven cohorts in three TEPs, finding a positive relationship between their sense of belonging to the program and their self-efficacy. Given the fact that self-efficacy fulfills a core role in knowledge-sharing participation (Tseng & Kuo, 2014) and considering the mutual benefits stemming from a sense of belonging—such as self-efficacy (King-Sears & Strogilos, 2018), persistence (Murphy & Zirkel, 2015), motivation (Korpershoek et al., 2019), and confidence (Karabacak-Çelik & Aşantuğrul, 2023), all of which are linked to knowledge-sharing behaviors—it can be deduced that fostering a sense of belonging within TEPs may enhance knowledge-sharing behaviors among PSTs.

Previous research has suggested that a sense of belonging may mediate the link between social support and academic involvement (Vargas-Madriz & Konishi, 2021). According to Vázquez et al. (2024), the sense of belonging may act as a mediator in the positive correlation between perceived socioeconomic status and academic performance. Additionally, Li and Li (2024) observed that social support indirectly impacts the resilience of disadvantaged pupils across the mediating effect of school belonging. Abdollahi et al. (2020) conducted a study including 405 high school students in Iran, revealing that academic hardiness mediates the link between school belonging and academic stress, shedding light on how diminished school belonging can contribute to heightened academic stress. In their recent study, Saroughi and Cheema (2022) administered a survey to students across 270 schools in Lebanon, revealing that sense of belonging significantly mediates the connection between teacher support and science literacy. Given that self-regulated learning ability is closely related to the propensity to share knowledge (Dresel et al., 2015), students who exhibit a strong sense of belonging regarding their school experience a greater impact of professional identity and an intrinsic motivation for enhancing their self-regulated learning abilities, in contrast to those with a weaker sense of school belonging (Xu et al., 2023). Students with a profound sense of belonging also tend to be open-minded, responsible, pleasant, and emotionally secure, which contribute to their well-developed intellectual curiosity (Amponsah, 2023). Pekmezci and Ertaş (2024) found a positive link between a sense of school belonging and a favorable attitude toward teaching, noting that PSTs who are internally motivated by this attitude and a sense of belonging are more likely to demonstrate continued dedication to the profession and hold stronger convictions about pursuing their teaching careers. Accordingly, the positive impact of ATTP may be channeled through a sense of belonging and subsequently influence knowledge sharing, which can be seen as result expectancies. Accordingly, it can be argued that the sense of belonging should mediate the relationship between ATTP and knowledge sharing.

2.5. The Current Study

Given the existing gap in research regarding the relationship between knowledge sharing and ATTP among PSTs, this study aims to examine the impact of ATTP on knowledge sharing. Specifically, it investigates how the dimensions of ATTP (affection, value, and harmony) relate to knowledge sharing and the mediating role of the sense of belonging in this relationship. The primary objective is to explore how these variables interact and predict one another, providing a deeper understanding of the mechanisms underlying these connections.

To address these objectives, a conceptual model was developed based on insights from prior research, outlining the relationships between ATTP, a sense of belonging, and knowledge sharing. Guided by this model (Figure 1), this study proposes the following hypotheses:

H1. 

ATTP will be positively related to knowledge sharing.

H2. 

ATTP is expected to have a positive relationship with the sense of belonging.

H3. 

The sense of belonging is anticipated to have a positive relationship with knowledge sharing.

H4. 

The sense of belonging is likely to mediate the relationship between ATTP and knowledge sharing.

H5. 

ATTP dimensions (affection, value, and harmony) are expected to exhibit distinct indirect effects on knowledge sharing through a sense of belonging.

Figure 1. Conceptualized model of the relationships of attitude towards the teaching profession, sense of belonging, and knowledge sharing.

Figure 1. Conceptualized model of the relationships of attitude towards the teaching profession, sense of belonging, and knowledge sharing.

This study seeks to contribute to the literature by filling a critical gap in understanding how ATTP, the sense of belonging, and knowledge sharing interact, particularly in the context of Egyptian teacher education programs. The proposed model offers a framework to examine these relationships empirically, with the goal of informing strategies to enhance collaborative and supportive environments within teacher education.

3. Methodology

This part of the study covers the sample, methods for data collection, and techniques for data analysis.

3.1. Data Collection

Using a cross-sectional methodology, this survey-based study gathers the data of 506 pre-service teachers enrolled in teacher education programs across five distinct Faculties of Education situated in major cities throughout northern, central, and southern Egypt at the time of the winter and spring quarters of 2024. These locations were selected for their representativeness of other TEPs in the region, reflecting similar missions and demographics. PSTs enrolled in these degree programs must fulfill a mandatory practicum, which entails supervised classroom experience in schools where they engage in direct teaching instruction under the mentorship of an experienced educator. Students were purposively selected from departments of Mathematics, Chemistry, Biology, and Physics, as these disciplines are critical for STEM education and align with the research aims (Etikan et al., 2016). The survey package was sent by hand or online to 650 PSTs, with detailed information about the research provided and their voluntary participation assured. A total of 506 PSTs volunteered, representing 77.7% of the requested number and exceeding the predetermined minimum of 200 respondents needed for the structural equation modeling (SEM) study (Kline, 2005). Participants required an average of 10 min to respond to all the questions. To ensure that PSTs participated willingly and fully, an anonymous data collection mechanism was implemented, allowing participants the freedom of opting out of this study if they chose to do so. PSTs’ age ranged from 18 to 21 years, with a majority being female (84.58%, n = 428), while 15.42% male (n = 78), and a notable 89.13% of them came from moderate-income families, reflecting a socioeconomic distribution consistent with broader trends in teacher education programs in Egypt. By employing a purposive sampling approach, this study ensured that participants met specific inclusion criteria relevant to the research focus, thus enhancing the validity and applicability of the findings (Creswell & Creswell, 2018).

3.2. Instruments

Participants completed self-assessment questionnaires on knowledge sharing, a sense of belonging, and ATTP, reflecting on their school practicum experience while responding to the questionnaire items.

The current study utilized three instruments. Attitude towards teaching profession was assessed using a 35-item version of the attitudes of PSTs towards the teaching profession measure designed by Çetin (2006), which comprises three subscales: affection, value, and harmony. The categories per item replies varied from 1 (almost never) to 5 (almost always). High scores on the measure demonstrate positive attitudes regarding the teaching profession. The ATTP’s subscales are represented by the following items: affection: “I believe that teaching is a profoundly noble as well as sacred profession”, “I have deep respect for anyone who imparts knowledge to others”; value: “No profession offers greater honor than that of being a teacher”, “If given ten chances to choose, I would select the teaching profession every single time”; and harmony: “Teachers significantly play a crucial role in the development of numerous professions in society”, “Teachers significantly play a pivotal role in fostering peace within society.” ATTP has a Cronbach’s alpha of α = 0.96.

Program sense of belonging was assessed utilizing a three-item scale designed by Bollen and Hoyle (1990). The categories per item replies varied from 1 (almost never) to 5 (almost always). The scales’ items included the following: “I feel like I am a member of this program” and “I see myself as part of this program community”. A greater rating suggests a more profound level of belonging in this program as a whole. The scale had an alpha of α = 0.92 on the Cronbach’s alpha scale, indicating strong internal consistency.

Knowledge-sharing behavior was determined utilizing a 28-item measure developed by Yi (2009). Items are assessed utilizing a five-point Likert scale, where the values ranged from 1 to 5. Sample items included the following: “To what extent can you contribute your thoughts and ideas to online community databases?”; “To what extent can you dedicate time from your personal schedule to support less-experienced colleagues?”; “To what extent can you engage with community members in sharing your own practice and experience on certain topics with common interests?” This scale exhibited a heightened level of internal consistency, with a Cronbach’s alpha of α = 0.97.

Despite the comprehensive psychometric testing conducted in previous research on each of the measures, the measuring properties for the Arabic translations were analyzed to validate their appropriateness for use within an Egyptian context. These surveys were translated from English to Arabic using Brislin’s (1970) backward translation approach, where an experienced translator first translated the original English text into Arabic, and a second multilingual native Arabic speaker, unaware of the original, translated it back into English; inconsistencies between the translations were thoroughly compared and discussed to refine the Arabic version, with specific subjects paraphrased to ensure appropriateness for Egyptian PSTs while preserving the original essence of meaning. Additionally, to further ensure cultural relevance, a preliminary review was conducted with a pilot group of Egyptian pre-service teachers to assess the clarity, cultural fit, and contextual relevance of the translated measures. Feedback from participants was systematically collected and utilized to refine specific items, aligning them more closely with local educational practices and terminologies, thereby enhancing the validity and applicability of the measures within the Egyptian context. Furthermore, local expert consultants specializing in educational leadership and teacher education were engaged to review the translated items for cultural sensitivity, conceptual clarity, and contextual appropriateness. Their insights were instrumental in ensuring that the measures effectively captured the intended constructs while remaining culturally relevant and linguistically accurate.

3.3. Data Analysis

A two-step SEM approach was utilized in data analysis (Byrne, 2013; Hair et al., 2010). Prior to analyzing the structural model to investigate research hypotheses, the measurement model’s validity was assessed using IBM AMOS software version 26.0. The confirmatory factor analysis was performed for evaluating the scales’ discriminant, convergent, and construct validity so as to evaluate the measurement model’s validity. Scale items that exhibited cross-loadings or failed to meet the factor loading cut-off requirement of 0.60 were eliminated from the study to evaluate the measurement models’ validity using maximum likelihood estimation on the covariance matrix (Hair et al., 2010).

Given the primary focus on ATTP, results are presented for its three dimensions (affection, value, and harmony). Additionally, knowledge sharing and sense of belonging were analyzed as unidimensional constructs. The mediation models were tested using the bootstrapping analysis approach, which involved investigating indirect effects within the structural model (Preacher & Hayes, 2008). The interpretation of the magnitude of standardized effect sizes (β) was according to Cohen’s (1992) criteria, categorizing values as small (0.10 to 0.30), moderate (0.30 to 0.60), or large (>0.60) effects. Several fit indices were employed to assess the parameter estimates, including the Chi-square to (χ2/df) degrees of freedom ratio, Normative Fit Index (NFI), Comparative Fit Index (CFI), Tucker–Lewis Index (TLI), and Root Mean Square Error of Approximation (RMSEA). For a model to be deemed a good fit, it should have CFI, TLI, and NFI values of 0.90 or above, an RMSEA of less than 0.08, and a χ²/dfratio below 0.3 (Byrne, 2013; Hair et al., 2010).

4. Results

The findings are presented by first validating the model and then discussing the current research’s hypotheses.

4.1. Preliminary Analyses and Measurement Model

Table 1. Descriptive statistics, reliability, and correlations of the constructs.

Construct	$\overline{\mathit{X}}$	SD	α	ATTP	A.	V.	H.	SOB	KS
Attitude towards the teaching profession (ATTP)	3.746	0.618	0.959	1.000
- Affection	3.589	0.725	0.957	0.982 **	1.000
- Value	4.441	0.495	0.867	0.598 **	0.473 **	1.000
- Harmony	3.464	0.772	0.792	0.853 **	0.793 **	0.408 **	1.000
Sense of belonging (SOB)	4.134	1.457	0.916	0.644 **	0.643 **	0.395 **	0.499 **	1.000
Knowledge sharing (KS)	3.496	1.242	0.967	0.594 **	0.567 **	0.323 **	0.603 **	0.627 **	1.000

Note: n = 506, ** p < 0.01.

displays the descriptive statistics, internal consistency estimates, and correlation coefficients for each variable. As reflected, the descriptive statistics indicate that pre-service teachers reported a high sense of belonging (M = 4.13, SD = 1.45), moderate engagement in knowledge sharing (M = 3.49, SD = 1.24), and a slightly above-average attitude towards the teaching profession (M = 3.75, SD = 0.62). As shown, the Cronbach’s alpha values for internal consistency pertained to measures exceeding the prescribed criterion of 0.70 established with Nunnally and Bernstein (1994) and aligned with higher standards for confirmatory studies (Hair et al., 2010). All relationships were statistically significant and aligned with the hypothesized directions. Furthermore, all correlation coefficients between the variables were below 0.90, mitigating the risk of multicollinearity (Hair et al., 2010).

To address potential common method variance concerns associated with self-report surveys, Harman’s single-factor test was conducted. The results revealed no dominant factor emerging from the factor analysis, with ATTP accounting for 35.11% of the variance, sense of belonging 29.31%, and knowledge sharing 21.17%. This suggests that common method variance is unlikely to bias the results significantly (Podsakoff et al., 2003).

The construct validity of the measures was then assessed using confirmatory factor analysis (CFA). A second-order CFA was conducted to validate the three-dimensional factor structure of ATTP using Amos 26.0. The CFA results indicated an adequate fit for the three-dimensional ATTP model (χ²/df = 3.59, CFI = 0.923, NFI = 0.899, TLI = 0.915, RMSEA = 0.056). Similarly, the unidimensional knowledge-sharing model demonstrated a good fit (χ²/df = 3.43, CFI = 0.927, NFI = 0.901, TLI = 0.917, RMSEA = 0.069). For the sense-of-belonging scale, which consists of only three items, the degrees of freedom were zero, rendering the model underidentified and preventing parameter estimation or assessment of model fit (Brown, 2007; Hair et al., 2010). However, composite reliability for sense of belonging exceeded 0.70, supporting the scale’s reliability and validity in this context (Hair et al., 2010).

Discriminant and convergent validity were also evaluated. Convergent validity was assessed using average variance extracted (AVE), which yielded values of 0.517 for knowledge sharing, 0.787 for sense of belonging, and 0.616 for ATTP—all exceeding the recommended threshold of 0.50 (Hair et al., 2010). For discriminant validity, the AVE values surpassed the maximum shared variance, as presented in

Table 2. Convergent and discriminant validity of the main constructs.

Construct	CR	AVE	MSV	MaxR(H)	ATTP	SOB	KS
Attitude towards the teaching profession	0.819	0.616	0.472	0.912	0.785
Sense of belonging	0.917	0.787	0.472	0.927	0.687 **	0.887
Knowledge sharing	0.967	0.517	0.445	0.970	0.640 **	0.667 **	0.719

Note: n = 506, ** p < 0.01, square root values of the AVE are shown in bold with asterisk.

, meeting the required criteria (Hair et al., 2010). Additionally, the Fornell–Larcker criterion was applied, confirming that the square root of each construct’s AVE exceeded its interconstruct correlations, providing further evidence of discriminant validity (Fornell & Larcker, 1981).

In summary, these results provide robust empirical support for the reliability as well as validity of the measurement model used in this study. The findings confirm that the constructs are distinct and appropriately measured, enabling meaningful testing of the hypothesized relationships.

4.2. Assessment of the Structural Model Estimation and Mediating Effect

The structural model illustrates the interrelationships between variables within the constructs’ hypothesized model (Byrne, 2013; Hair et al., 2010). Five hypotheses directed the current research to assess the nature of the relationships between knowledge-sharing behavior, sense of belonging, and ATTP.

Thus, two mediation models were assessed: partial mediation and full mediation. As shown in Figure 1, the suggested partial mediation model proposed direct effects of ATTP on knowledge sharing and indirect effects that are mediated by a sense of belonging. Conversely, the full mediation model proposed that all of ATTP’s effects on knowledge sharing are indirect, meaning they are mediated by a sense of belonging. In addition, SEM was utilized to compare results of the partial as well as full mediation models depicted within Figure 1. The data indicated a good fit for the partial mediation model (χ²/df2.79, CFI 0.93, NFI 0.90, TLI 0.925, RMSEA 0.060). Furthermore, this fit (χ²/df2.87, CFI 0.931, NFI 0.898, TLI 0.92, RMSEA 0.061) proved significantly better than that of the full mediation model.

The standardized parameter estimates presented in Figure 2 confirm support for all study hypotheses, showing a strong and significant effect of ATTP on sense of belonging (β = 0.69, p < 0.01) and a moderate, statistically significant direct effect of ATTP on knowledge sharing (β = 0.35, p < 0.01). Sense of belonging also exhibited a moderate, significant direct effect on knowledge sharing (β = 0.43, p < 0.01). Accordingly, the results from the structural equation modeling strongly support the first three research hypotheses and provide evidence in favor of the partial mediation model.

Bootstrapping analysis was subsequently performed to verify the nature of meditation in the previously indicated interrelationships.

Table 3. Bootstrapping results on the effects of attitude towards the teaching profession on knowledge-sharing behavior through sense of belonging.

Variables	Point Estimate	Product of Coefficients		Bias-Corrected 95% CI		Percentile 95% CI		Significance
ATTP-KS		SE	Z	Lower	Upper	Lower	Upper
Total effect	0.645	0.037	17.432	0.565	0.711	0.566	0.712	0.001
Direct effect	0.347	0.061	5.689	0.216	0.459	0.217	0.459	0.001
Indirect effect	0.298	0.042	7.095	0.225	0.385	0.219	0.379	0.001

n = 506, 2000 bootstrap samples.

shows that these bootstrapping tests confirmed the sense of belonging as a substantial mediator between ATTP and knowledge sharing, supporting H4. Within the bootstrapping analysis technique, the “point estimates” of effects serve as indications of “effect size” (Preacher & Hayes, 2008). The ATTP’s total effect on knowledge sharing was 0.645, comprising a direct effect of 0.347 and an indirect effect through a sense of belonging of 0.298. Thus, approximately 46.20% of the total effect was indirect (i.e., mediated by a sense of belonging), while 53.80% was direct.

Further analysis delved into the ATTP data to examine how ATTP’s three dimensions interacted with the other variables by thoroughly examining the ATTP data. Previous research revealed that ATTP’s three dimensions may exert different effects on organizational fruitful performance and behavior, including a sense of belonging and knowledge sharing (Flores & Day, 2006; Karakose et al., 2023; Pekmezci & Ertaş, 2024). Using bootstrapping analysis, the results revealed distinct effects for each dimension. Affection demonstrated a significant total effect on knowledge sharing (β = 0.243, p < 0.01), with a sense of belonging fully mediating this relationship, as evidenced by a significant indirect effect (β = 0.357, p < 0.01) (

Table 4. Bootstrapping results from the standardized effects of the dimensions of attitude towards the teaching profession on sense of belonging and knowledge-sharing behavior.

Bootstrapping
Variables	Point Estimate	Product of Coefficients		Bias-Corrected 95% CI		Percentile 95% CI		Significance
		SE	Z	Lower	Upper	Lower	Upper
Affection
Total effect	0.243	0.092	2.641	0.054	0.418	0.064	0.435	0.005
Direct effect	−0.114	0.082	−1.390	−0.270	0.057	−0.269	0.395	0.184
Indirect effect	0.357	0.063	5.667	0.245	0.493	0.239	0.104	0.001
Value
Total effect	0.080	0.049	1.633	−0.012	0.180	−0.013	0.178	0.100
Direct effect	0.003	0.045	0.067	−0.085	0.095	−0.085	0.094	0.961
Indirect effect	0.078	0.027	2.889	0.030	0.137	0.027	0.133	0.002
Harmony
Total effect	0.486	0.095	5.116	0.293	0.653	0.283	0.647	0.001
Direct effect	0.495	0.084	5.893	0.323	0.641	0.318	0.636	0.001
Indirect effect	−0.009	0.043	−0.209	−0.098	0.073	−0.100	0.072	0.839

n = 506, 2000 bootstrap samples.

). In contrast, value showed an insignificant total effect on knowledge sharing (β = 0.080, p > 0.05); however, a sense of belonging fully mediates the relationship with a significant indirect effect (β = 0.078, p < 0.01). Harmony exhibited a moderate total effect on knowledge sharing (β = 0.486, p < 0.01), but a sense of belonging did not mediate this relationship (Table 4). In conclusion, while value and harmony yielded significant effects on knowledge sharing, the most pronounced influence was associated with the dimension of affection, highlighting its affective nature and its potential to significantly impact knowledge sharing. These findings lend strong support to Hypothesis Five.

5. Discussion

Pre-service teachers’ attitude regarding the teaching profession is pivotal, as it directly influences the education quality, student achievement, and overall educational environment (Bergmark et al., 2018; Pop & Turner, 2009). Moreover, a positive attitude not only enhances professional commitment, performance, and student motivation but also promotes continuous professional growth, effective classroom management, and adaptability (Kula, 2022; X. Wang et al., 2024). Furthermore, teachers who have a positive ATTP are more inclined to inspire, connect with students, and achieve long-term career satisfaction, which, in turn, reduces burnout, increases retention, and is ultimately crucial in shaping the future of education and enriching student learning experiences (Depping et al., 2024; Liu et al., 2023).

The present study investigates the relationships between PSTs’ ATTP, sense of belonging, and knowledge sharing. Additionally, the mechanism by which the process of ATTP translated to PSTs’ performance within TEPs is examined through testing the possible mediating effect of a sense of belonging. To accomplish this purpose, a conceptual model was constructed, supported by a set of hypotheses as well as gathered data from PSTs enrolled in four Egyptian TEPs to test the model. The following part of this study reflects a detailed discussion of its findings in relation to these hypotheses.

5.1. ATTP, Knowledge Sharing, and Sense of Belonging

This study investigated the connection between PSTs’ ATTP, sense of belonging, and knowledge-sharing behavior. The findings generally suggest that ATTP and a sense of belonging to a TEP are significant factors influencing knowledge sharing. More precisely, the analysis validates the partial mediation model for the Egyptian context, showing that ATTP impacts knowledge sharing both directly, through behaviors linked to active ATTP, and indirectly, by influencing the affective sense of belonging of pre-service teachers to their TEP.

Building on existing research, it was hypothesized that the positive ATTP of PSTs strengthens their sense of belonging with respect to knowledge sharing. PSTs’ intrinsic as well as altruistic motives in pursuing the teaching profession are deeply intertwined with their perceptions of the field. During the formative stages of their education, the way they express these views and align with prevailing discourses significantly influences their success in teacher training and eventual professional development (Jungert et al., 2014). As indicated by Bjorklund et al. (2020), a strong sense of belonging within a program is associated with increased feelings of competence and plays a crucial role in fostering teacher identity. This evolving professional identity is shaped by mastering discursive power dynamics and is actively generated through PSTs’ own expressions and discussions about the profession, with the formulation of motives and perceptions potentially marking the initial step in one’s identity development as a teacher, even in the early phases of the process (Bergmark et al., 2018). This finding is consistent with and extends prior research that underscores the importance of sense of belonging in academic contexts. Undergraduate students who developed a strong sense of belonging within a community exhibited increased academic self-efficacy, competence, commitment, and motivation in community-related activities such as knowledge sharing (Bjorklund et al., 2020; Slaten et al., 2024). This sense of belonging not only aligns PSTs’ attitudes and beliefs with those of the program but also allows them to crystallize the program throughout their own perspectives and actions (Wenger, 1999).

Consistent with Penuel et al. (2023), when students feel a strong sense of belonging in class, they are more likely to contribute and perceive their ideas as influential in the knowledge-building process. Similarly, PSTs with a positive ATTP are more likely to experience a strong sense of belonging within their TEP. As they align with the program’s objectives and contribute their knowledge and views, they reinforce their teacher identity as well as sense of competence, thereby harmonizing their beliefs with the program and fostering a shared awareness regarding what it means to be a teacher, aligned with the findings of Andronache et al. (2014). Moreover, by integrating teachers’ beliefs, actively participating, and engaging in collaborative meaning-making, PSTs enhance their knowledge-sharing self-efficacy and perceived value of contributions (Van Acker et al., 2014), thereby solidifying their altruism, professional identity, and effectiveness as future educators. This study lends credence to Bjorklund et al.’s (2020) and Maluenda-Albornoz et al.’s (2022) arguments. Based on the study outcomes, there is a nexus between PSTs’ attitude-forming element about the teaching profession and their knowledge-sharing behavior.

5.2. Sense of Belonging as a Mediator in the Relationship Between ATTP and Knowledge Sharing

The impact of ATTP—value, affection, and harmony—on the advancement of knowledge sharing is less evident in attitudinal research. The mechanism by which this effect is exerted is an arena of controversy. The present study addressed this gap by testing the mediating role of sense of belonging in the relationship between ATTP and knowledge sharing. Specifically, the fourth hypothesis investigated the role of one intervening variable, particularly sense of belonging, in shaping the relationships between ATTP and knowledge sharing. This mediator influences how the independent variable (ATTP) affects the dependent variable (knowledge sharing). To our knowledge, and after thoroughly reviewing scientific databases such as Web of Science, Scopus, EBSCO, and ScienceDirect, this study is the first to examine the relationship between the mediator (sense of belonging) and the variables ATTP and knowledge sharing. The findings reveal that the three-dimensional components of ATTP exert varying effects on both the sense of belonging and knowledge sharing. Harmony exerted a moderate total effect on knowledge sharing, and the sense of belonging did not function as a mediator between harmony and knowledge sharing. However, the sense of belonging fully mediates the effects of the second dimension of value on knowledge sharing, as the indirect effect on knowledge sharing through sense of belonging was significant. Interestingly, although the value dimension of attitudes toward the teaching profession did not exhibit a significant total or direct effect on knowledge sharing, its indirect effect via sense of belonging was both statistically significant and theoretically meaningful. This pattern may reflect a suppression or inconsistent mediation effect, where the mediator activates the behavioral relevance of value orientations. This finding aligns with Self-Determination Theory, which emphasizes that internalized professional values may require a socially supportive context—such as a strong sense of belonging—to translate into observable collaborative behaviors (Ryan & Deci, 2000). Similar patterns have been observed in educational contexts where belonging mediates the relationship between values and engagement (e.g., Goodenow, 1993; Osterman, 2000). Lastly, affection, the first component, exhibited a major significant indirect effect on knowledge sharing through sense of belonging. Several previous studies indicated a significant connection between teachers’ ATTP and professional competencies (Andronache et al., 2014; Räsänen et al., 2020). Additionally, functions associated with the first dimension of ATTP, affection, enhanced teachers’ knowledge sharing by strengthening their sense of belonging and providing “tangible support.” In this context, affection is a key factor for empowering teacher–student relationships and achieving professional success (Demirtaş, 2018; Roorda et al., 2011).

Research highlights the vital influence of teacher attitudes and behaviors on students, emphasizing the key role that teachers have in creating educational experiences. Within the broader context of educational research, teacher attitudes and behaviors have long been recognized as key drivers in molding the hearts and minds of generations (Elwakil, 2023). Kahveci (2023) emphasizes that teachers who exhibit positive attitudes and behaviors significantly enhance students’ confidence, motivation, and overall satisfaction with their learning. Such positive interactions build trust and engagement, which are essential for improving both academic performance and personal development. Conversely, Tang and Hu (2022) highlight the detrimental effects of negative teacher attitudes, as discouraging behaviors can demotivate students, leading to emotional responses like disappointment and reduced motivation to learn, particularly when the teacher’s demeanor diminishes students’ willingness to engage with the subject matter. Additionally, Blazar and Kraft (2016) highlight that teachers significantly influence students’ self-reported attitudes and behaviors beyond academic performance, with effective teaching practices—such as providing emotional support and maintaining good classroom organization—being linked to improvements in students’ self-efficacy, happiness, and behavior in class.

Given that teacher identity is a dynamic process that evolves over time through interactions with policy, school, and classroom environments, as well as individuals who work within them (Nagdi & Roehrig, 2020), it becomes essential to consider how such interactions shape pre-service teachers’ professional attitudes and sense of belonging. In the context of Egyptian teacher education programs, these interactions are further influenced by hierarchical power structures and collectivist cultural norms, which can either facilitate or inhibit the development of a strong professional identity (Makramalla & Stylianides, 2024). Conceptually, distal and proximal sociocultural factors are typically regarded as significantly influencing the development and implementation of teachers’ effective and collaborative practices (Elwakil, 2024). In the context of Egyptian education, where group cohesion and social harmony are prioritized, aligning pre-service teachers’ attitudes toward the teaching profession with the collective values of their educational community is particularly relevant. PSTs who perceive themselves as integral members of their TEP are more likely to engage in knowledge-sharing behaviors as a way of reinforcing social harmony and establishing their professional identity (Tseng & Kuo, 2014). Thus, proximal factors such as peer interactions, classroom experiences, and support structures can either strengthen or weaken the sense of belonging, directly impacting the extent to which PSTs internalize positive ATTP and engage in knowledge sharing. Moreover, distal factors, such as educational reforms initiated by the Ministry of Education, emphasize teacher identity development and collaborative learning (El-Bilawi & Nasser, 2017). These reforms align with the study’s findings that the sense of belonging mediates the relationship between ATTP and knowledge sharing. When PSTs are provided with structured, culturally responsive opportunities to share knowledge and align their professional attitudes with collective program values, they are more likely to internalize positive attitudes and express these through knowledge-sharing behaviors (Eletter et al., 2020; Fattah et al., 2020).

Building on this foundation, prior research established that PSTs with positive attitudes regarding their profession are generally inclined to develop a strong professional identity, which is closely linked to their commitment to teaching and the pursuit of professional development opportunities (Meyer et al., 2023). This strong professional identity not only reinforces pre-service teachers’ dedication but also fosters intrinsic motivation, contributing to a stronger sense of belonging within the teacher education program (Izadinia, 2018). PSTs who hold positive educational beliefs are more inclined to assume teaching strategies that cater to the diverse needs of students, thereby enhancing student engagement, learning outcomes (Eğmir & Çelik, 2022), and knowledge building (Chai et al., 2010). Teachers who have a strong degree of positive attitudes towards the teaching profession enhance a heightened sense of belonging—and what it stands for—in the teacher education program. This sense of belonging, in turn, acts as a mediator, enhancing the PSTs’ willingness and ability to share knowledge, which is essential for their professional development and effectiveness as future educators. The results of this study are consistent with those of prior research.

5.3. Limitations of the Study

While this research offers promising findings, it also has certain limitations. The participants consisted of PSTs enrolling in four TEPs who gained experience through classroom placements as part of their training. Since this study focused on PSTs who are in the early stages of their careers, it underscores the need for extensive research and targeted interventions, especially given the increasing rates of early career exits driven by factors such as classroom climate, student behavior, structural challenges, self-efficacy, and work–life balance struggles (Beltman et al., 2011; Brandenburg et al., 2024; Van Den Borre et al., 2021). Additionally, this study only included undergraduate students from five education colleges in Egypt’s largest cities, which restricts the findings’ applicability to all aspiring teachers across the country, particularly those from rural or underserved areas. Moreover, incorporating qualitative research is crucial to further validate the inferences made from the quantitative data. Future studies should therefore try to obtain more qualitative information through interviews with both pre-service and in-service teachers.

6. Conclusions

This research aimed to determine the relationship between pre-service teachers’ attitudes toward the teaching profession, their sense of belonging within teacher education programs, and their knowledge-sharing behaviors. The main conclusion drawn from the data is that knowledge sharing is significantly influenced by both ATTP and a sense of belonging. In particular, ATTP influences knowledge sharing both directly through active involvement and indirectly through influencing pre-service teachers’ sense of belonging in relation to their TEP. This study finds that a positive attitude toward teaching boosts pre-service teachers’ sense of belonging in their programs, which, in turn, encourages them to engage more in knowledge sharing. When a positive professional attitude and a strong sense of belonging are fostered in pre-service teachers, it enhances their commitment, motivation, collaborative spirit, and willingness to share knowledge, strengthening their ability to adapt and thrive in their future careers. Therefore, pre-service teachers’ participation in knowledge-sharing activities can be greatly increased by initiatives that concentrate on improving ATTP and creating a positive program atmosphere. Strategies that foster positive ATTP and a strong sense of belonging should be given top priority in teacher education programs because they are essential for fostering productive knowledge sharing and advancing the professional development of pre-service teachers. By integrating activities that reinforce these elements, teacher training programs can better prepare pre-service teachers for successful careers and impactful contributions to the field of education.