The Relationship between Knowledge Management and Organizational Learning with the Effectiveness of Ordinary and Smart Secondary School Principals

Zahra Khammar, Alireza Heidarzadegan, Seyed Reza Balaghat, Hadi Salehi

Abstract


This study aimed to investigate the relationship between knowledge management and organizational learning with the effectiveness of ordinary and smart high school principals in Zahedan Pre-province. The statistical community of this research is 1350 male and female teachers teaching in ordinary and smart students of high schools in that 300 ones were selected by stratified random sampling based on Morgan Table and the rate of the principals’ knowledge management was measured using Phong’s Modified Questionnaire (2009). Neefe’s Modified Questionnaire is also used for organizational learning and the effectiveness of principals has been measured using Pokharel’s Revised Questionnaire (2005). The reliability coefficients of the questionnaires were achieved 0.92 in knowledge management, 0.93 in organizational learning and 0.88 in its effectiveness using Cronbach’s alpha. In addition, their validity was confirmed by the instructors. The obtained data were analyzed using statistical indicators such as mean, Pearson correlation coefficient, independent t-test as well as regression in SPSS software and the final model was confirmed using structural equations in LISREL software. The results obtained in this study showed that there is a significant relationship between knowledge management and organizational learning in ordinary and smart schools. In other words, organizational learning increases by the increase of knowledge management in that this increase in smart schools is more that of ordinary ones. The general relationship between knowledge management and organizational learning with the effectiveness of ordinary and smart schools principals was approved. The outcomes obtained regarding gender variable indicate a higher average of male principals in comparison to female principals.


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International Journal of Education and Literacy Studies  

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