Dönüşümcü Liderlik Özelliklerinin Bilgi Yönetimi Süreçlerinin Gerçekleştirilme Düzeylerine Etkisinin Belirlenmesi

Abstract

This study aims to examine the impact of transformational leadership characteristics, as perceived by teachers, on the implementation levels of knowledge management process in public secondary schools in the central districts of Ankara. Designed as a descriptive study employing a survey model, the research encompasses teachers working in these schools. Using convenience sampling, data were collected from a total of 253 teachers. The research utilized the "Leadership Scale-Multi-Factor" to measure transformational leadership traits and the "Knowledge Management Scale" to assess the implementation levels of knowledge management process. These tools were administered online through Google Forms. Data analysis included ANOVA and regression tests. In the study, the transformational leadership characteristics of school principals and assistant principals were treated as the independent variable, while the level of implementation of knowledge management process served as the dependent variable. According to the results, teachers generally held positive perceptions of their school administrators' transformational leadership practices. Notably, teachers’ perceptions varied significantly based on their professional experience. Teachers with 15 or more years of experience rated their administrators' transformational leadership capabilities more favorably compared to less experienced colleagues. The findings further revealed that as the transformational leadership levels of school administrators increased, the effectiveness of knowledge management process in schools also improved. This suggests a direct relationship between transformational leadership and the successful application of knowledge management strategies in educational institutions.