ABSTRACT
Introduction: Knowledge is a critical resource for organizations working in dynamically competitive environments. In any organization, leaders who have the power to incite and influence knowledge management processes. Nevertheless, there is lack of empirical evidence from previous studies on examining this relationship. In view of this, the current study examined the relationship between transformational and transactional leadership with knowledge management in university
Method: The research method was descriptive-correlative. The statistical population consisted of 484 university employees, from whom 214 were selected randomly using Morgan table. Data were collected through Multifactor Leadership Questionnaire and Knowledge Management Questionnaire. To examine the reliability of the questionnaires, Cronbach alpha coefficient was used, and to determine the validity, content validity method was applied. All descriptive statistics, correlation and regression were performed in SPSS 19
Results: The results showed that the correlations between transformational leadership [R=0.55] and transactional leadership [R=0.44] with knowledge management were significant [P<0.001]. Other results showed that the correlations between transformational leadership and knowledge management components - creating knowledge [R=0.59], sharing knowledge [R=0.24], storing knowledge [R=0.56], applying knowledge [R=0.41] - were significant [p<0.001]. Results showed that the correlations between transactional leadership and knowledge management components - creating knowledge [R=0.45], sharing knowledge [R=0.27], storing knowledge [R=0.33], applying knowledge [R=0.41] - were significant [p<0.001]. Also, it was revealed that there was no significance relationship between Laissez-faire style and dimensions of knowledge management. Finally, the results of multiple regression analysis showed that among transformational leadership components, inspirational motivation [beta= 0.460] and idealized influence [beta=0.194] could predict knowledge management processes
Conclusion: Managing knowledge requires a conscious effort on the part of leaders at all levels of the organization to manage four key knowledge processes: creating, sharing, storing, and applying knowledge. Transformational leadership theory and transactional leadership theory provide a foundation for understanding how leaders impact on knowledge management processes
ABSTRACT
Introduction: The increased emphasis on standards-based school accountability since the passage of the no child left behind act of 2001 is focusing critical attention on the professional development of school principals and their ability to meet the challenges of improving the student outcomes. Due to this subject, the current study examined professional development needs of Shiraz high schools principals
Methods: The statistical population consisted of 343 principals of Shiraz high schools, of whom 250 subjects were selected using Krejcie and Morgan [1978] sample size determination table. To collect the data, a questionnaire developed by Salazar [2007] was administered. This questionnaire was designed for professional development in the leadership skills/competencies and consisted of 25 items in each leadership performance domain using five-point Likert-type scales. The content validity of the questionnaire was confirmed and the Cronbach's Alpha coefficient was [Alpha = 0.78]. To analyze the data, descriptive statistics and Paired-Samples t-test were used. Also, the data was analyzed through SPSS14 software
Results: The findings showed that principals' [Importance] ratings were always higher than their [Actual proficiency] ratings. The mean score of the difference between [Importance] and [Actual proficiency] pair on [Organizing resources] was 2.11, making it the highest [need] area. The lowest need area was [Managing the organization and operational procedures] at 0.81. Also, the results showed that there was a statistically significant difference between the means of the [Importance] and the corresponding means on the [Actual proficiency] [Difference of means=1.48, t=49.38, p<0.001]
Conclusion: Based on the obtained results, the most important professional development needs of the principals included organizing resources, resolving complex problems, understanding student development and learning, developing the vision and the mission, building team commitment, understanding measurements, evaluation and assessment strategies, facilitating the change process, solving problems and making decisions. In other words, the principals had statistically significant professional development needs in all areas of the educational leadership. Also, the results suggested that today's school principals need to grow and learn throughout their careers by ongoing professional development