Abstract
This study aims to determine the teachers’ and administrators’ perceptions of knowledge management competence in high school administration. The study was conducted using the screening model and the study group consisted of 162 teachers and 35 administrators working at eight high schools in Turkey. Administrators’ knowledge management competence was investigated in terms of capturing, sharing, using and storing knowledge. A 5-point Likert scale was used in the study. In order to test the reliability of the scale, the Cronbach’s Alpha coefficient was calculated. To analyze the data, Mann Whitney U test, t test, Kruskall Wallis H Test and One-Way analysis of variance were used. According to teachers’ perceptions, high school administrators were “moderately” competent in the sub-scales of capturing, sharing, using and storing knowledge and knowledge management in general. On the other hand, high school administrators perceived themselves as ‘highly’ competent in the sub-scales of capturing, sharing, using and storing knowledge and knowledge management in general. A statistically significant difference was found between teachers’ perceptions and those of administrators’. However, no statistically significant difference was found in teachers’ perceptions according to variables such as gender, seniority and branch. Key words: Knowledge management, high school administrator, high school teacher, competence, perception.
Highlights
In order to understand knowledge management, the term of knowledge should be addressed conceptually
This study aims to determine the teachers’ and administrators’ perceptions of knowledge management competence in high school administration
This study investigates teachers’ and administrators’ perceptions of administrators’ knowledge management competency
Summary
In order to understand knowledge management, the term of knowledge should be addressed conceptually. Knowledge refers to the ability to transform information and data into an effective activity. It is possible to come up with different definitions and conceptualizations of knowledge. Knowledge is based on data and information. It is revealed through intellectualization and interpretation of information (Özer, 2011). In this sense, knowledge is a need for people to shape, classify and interpret the world around them. Knowledge is a need for people to shape, classify and interpret the world around them It is a basic need for humankind.
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