Teachers' and Administrators' Perceptions of Knowledge Management Competence of High School Administrators

Autor/in	Memisoglu, Salih Pasa
Titel	Teachers' and Administrators' Perceptions of Knowledge Management Competence of High School Administrators
Quelle	In: Educational Research and Reviews, 11 (2016) 4, S.125-133 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Teacher Attitudes; Administrator Attitudes; Knowledge Management; Statistical Analysis; High Schools; Administrator Effectiveness; Likert Scales; Reliability; Foreign Countries; Self Efficacy; Measures (Individuals); Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Wissensmanagement; Statistische Analyse; High school; Oberschule; Likert-Skala; Reliabilität; Ausland; Self-efficacy; Selbstwirksamkeit; Messdaten; Türkei
Abstract	This study aims to determine the teachers' and administrators' perceptions of knowledge management competence in high school administration. The study was conducted using the screening model and the study group consisted of 162 teachers and 35 administrators working at eight high schools in Turkey. Administrators' knowledge management competence was investigated in terms of capturing, sharing, using and storing knowledge. A 5-point Likert scale was used in the study. In order to test the reliability of the scale, the Cronbach's Alpha coefficient was calculated. To analyze the data, Mann Whitney U test, t test, Kruskal Wallis H Test and One-Way analysis of variance were used. According to teachers' perceptions, high school administrators were "moderately" competent in the sub-scales of capturing, sharing, using and storing knowledge and knowledge management in general. On the other hand, high school administrators perceived themselves as "highly" competent in the sub-scales of capturing, sharing, using and storing knowledge and knowledge management in general. A statistically significant difference was found between teachers' perceptions and those of administrators'. However, no statistically significant difference was found in teachers' perceptions according to variables such as gender, seniority and branch. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01