The Power of Intellectual Capital and Knowledge Management in Predicting Teacher's Learning
Author(s):
Abstract:
The purpose of this study was to identify the power of intellectual capital and knowledge management in predicting teachers learning. In this applied research, the design was descriptive and correlational. The statistical population of the study comprised all schoolteachers in Tehran. The sample size was determined to be 550 according to Morgans table and the participants were selected through simple random sampling method. The instruments consisted of Organization Learning Capability Scale (Jerez-Gómez, 2005), Knowledge Management Questionnaire (Rezai Malek, Radfar & Reshadatjou, 2012) as well as Intellectual Capital Questionnaire (Bakhtiyariyan Shahri & Faraji, 2014). Despite the fact that the instruments had already been standardized, their validity and reliability were examined through content validity, factorial validity and Cronbachs alpha coefficient. The KMO index was greater than 0.6 and equal to 0.735 and the internal consistency of the measure was 0.935. Hence, the validity and reliability of the instruments were approved. The obtained data were analyzed through linear regression analysis. Results revealed that there was a significant, positive relationship between knowledge management, intellectual capital, and teachers learning. Furthermore, the results demonstrated that dimensions of intellectual capital, i.e., structural, human, and relational capital, held the power for predicting 29, 28, and 27 percent of variance in teachers learning. Moreover, dimensions of knowledge management, i.e., knowledge identification, creation, and transfer, could predict 20, 39 and 26 percent of variance in teachers learning.
Keywords:
Language:
Persian
Published:
Journal of Family and Research, Volume:14 Issue: 2, 2017
Pages:
87 to 104
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