This research aims to find out teachers' perception about the behaviors of their school leaders with regard to knowledge management, and the changes in teachers' opinion…
This research aims to find out teachers' perception about the behaviors of their school leaders with regard to knowledge management, and the changes in teachers' opinion considering their sex, age, educational level, experiment and tenure.
The sample of the research is primary schools teachers in Edirne, Turkey. A total of 430 questionnaires were evaluated. The scale developed to identify elementary school teachers' perception about knowledge management practices at their schools is based on four other different scales: “Know‐all 50: Knowledge Management Assessment”, “Knowledge Management Framework Assessment Exercise”, “Assessing Readiness for Managing Knowledge Assets”, and “Working with Knowledge”.
Findings of the research suggest that there are seven existing sub‐dimensions of knowledge management at schools in Turkey, namely: leadership, cultural structure, knowledge hubs and centers, tacit knowledge, explicit knowledge, knowledge vision, and learning culture. In addition to this, there is a significant relationship between the different sub‐dimensions of knowledge management and whether teachers have e‐mail addresses of their own, their schools have internet connection (for external knowledge), web site, computer network (for internal knowledge) and whether the school has a subscription to professional publications.
The researches in different countries show that knowledge management has nine sub‐dimensions but in Turkey there are seven. This scale needs to be applied to different organizational settings in order to be validated nationwide.