PurposeThis 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.Design/methodology/approachThe 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”.FindingsFindings 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.Originality/valueThe 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.
Part 3: Key Competencies and School ManagementInternational audienceIn today’s world of technology, integration of Information and Communication Technologies (ICT) into education has become crucial. However, without teachers’ genuine efforts, it does not seem possible to effectively integrate technology in classroom practice. Teachers’ positive attitude towards educational technologies is considered to be essential for the integration of technology into teaching and learning. Research has also shown that principals’ technology leadership could be correlated with teachers’ integration of educational technology into classroom teaching. This study aims to explore the effect of secondary school principals’ technological leadership on teachers’ attitude towards educational technology. Data regarding principals’ technology leadership were collected using the “Technology Leadership Scale” developed by Sincar in 2009, and data regarding teachers’ attitudes towards educational technology were collected using the “Attitude Towards Educational Technology Scale” developed by Pala in 2006. The statistical analysis has revealed that principals’ technological leadership had little effect on teachers’ positive attitude towards the use of educational technologies and did not have a significant effect on their negative attitude
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