Investigating the relationship between digital literacy and knowledge management with empowerment of teachers in Dehdasht.

The purpose of this study was to investigate the relationship between digital literacy and knowledge management with empowerment of teachers in Dehdasht. The research was descriptive (non-experimental) in nature. The statistical population of the study included all teachers in Kohgiluyeh, 2200 in 1398. The sample size was based on Krejcie and Morgan (1970) table and 327 teachers of Kohgiluyeh city were selected as a statistical sample by simple random method. Data were used using standard digital literacy questionnaires by Tohidi Asl (2012), standard knowledge management questionnaire by Newman and Conrad (1999) and Spritzer empowerment questionnaire (1995). Findings showed that the correlation coefficient obtained at the level of confidence (p <0.05) between digital literacy and empowerment (r = 35.6), between knowledge management and empowerment (r = 54.2%) were positive and significant. The results of regression analysis showed that the model used to predict teacher empowerment of teachers in Dehdasht is significant and this model has the ability to explain the relationship between variables. The variables of knowledge management and digital literacy, with beta coefficients of 29.2% and 12.4%, respectively, were able to predict the empowerment of teachers in Dehdasht. Based on the beta coefficient, for one standard unit, increasing the subscales of information retrieval and information and communication management, knowledge creation, knowledge retention (absorption) and knowledge transfer, respectively 21%, and 48.5%, 22.7%, respectively. 57.6% and 61.3% of the standard unit increase the empowerment of teachers in Dehdasht. Based on this, it is concluded that in order to empower teachers, it is necessary to pay attention to knowledge management (ability and up-to-dateness of the principal) and to promote teachers' digital literacy.