A Study on the Relationship Between School Members’ Intellectual Capital, Organizational Learning, Leadership Behavior, and School Performance: A Structural Equation Modeling Approach

Abstract

The purpose of this study was to identify the relationship structure among school members’ intellectual capital, organizational learning, principals’ leadership behavior, and school performance, taking 288 teachers from elementary and high schools in Taiwan as a research sample. The validated questionnaires were employed to survey school teachers’ perspectives on these four constructs. All participants completed 53 items of validated instruments including Organizational Learning Inventory (OLI), Intellectual Capital Inventory (ICI), Leadership Behavior Inventory (LBI), and School Performance Inventory (SPI). The construct as well as the significant relationship between variables examined using SPSS 21 and Amos software package to conduct structural equation modeling (SEM). The result of a confirmatory factor analysis confirmed several fixed factors of the variables. The second findings of the study indicated that there was a significant and positive correlation among organizational learning, intellectual capital, principals’ leadership behavior, and school performance. In the light of the findings, this paper discusses the importance of organizational learning and principals’ leadership behavior in order to improve school performance. Implications, suggestions, and recommendations for teachers, policy makers, and educational stakeholders were discussed.