Eğitim örgütlerinde yöneticilerin liderlik davranışları, bilgi yönetimi ve örgüt kültürü ilişkisi
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Dosyalar
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi, Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı; ortaöğretim okullarında liderlik, örgüt kültürü ve bilgi yönetimi arasındaki ilişkiyi öğretmen algılarına göre ortaya koymaktır. Araştırma ilişkisel tarama modelindedir. Araştırmanın bağımsız değişkenleri liderlik stilleri ve örgüt kültürü, bağımlı değişkeni ise bilgi yönetimidir.
Araştırmada veri toplama aracı olarak, liderlik stillerini belirlemek amacıyla Ogbonna ve Harris’in (2000) Liderlik Stilleri Ölçeği, örgüt kültürünü ölçmek amacıyla Cameron ve Quinn’in (1999) Örgüt Kültürü Değerlendirme Ölçeği (Organizational Culture Assessment Instrument-OCAI), bilgi yönetimini ölçmek amacıyla araştırmacı tarafından geliştirilen Bilgi Yönetimi Ölçeği kullanılmıştır.
Araştırma sonuçlarına göre, liderlik stilleri, örgüt kültürü ve bilgi yönetimi arasında anlamlı ve pozitif ilişki bulunmuştur.
Okullarda en çok yönlendirici liderlik ve mekanik kültür olduğu, bilgi yönetimi uygulamalarının ise orta düzeyde olduğu görülmüştür. Araştırmada bilginin elde edilmesine organik kültürde en yüksek katkıyı yönlendirici liderlik, mekanik kültürde ise katılımcı liderlik; bilginin kullanılmasına organik kültürde en yüksek katkıyı yönlendirici liderlik, mekanik kültürde ise destekleyici liderlik; bilginin paylaşılmasına organik kültürde en yüksek katkıyı yönlendirici liderlik, mekanik kültürde ise katılımcı liderlik; bilginin depolanmasına hem organik kültürde hem de mekanik kültürde de en yüksek katkıyı yönlendirici liderlik; bilgi yönetimine organik kültürde en yüksek katkıyı yönlendirici liderlik, mekanik kültürde ise katılımcı liderlik yapmıştır.
Bilgi yönetimi sürecinde organik kültür olan okullarda daha çok yönlendirici liderlik, mekanik kültüre sahip olan okullarda ise katılımcı ve destekleyici liderlik davranışları sergilenmelidir.
The aim of the correlational research was to reveal teachers' opinions on the relationship among leadership, organizational culture and knowledge management in secondary schools. The independent variables of the research were leadership styles and organizational culture, and the dependent variable was knowledge management. In order to get data, Leadership Styles Scale developed by Ogbonna and Harris (2000) to determine the leadership styles perceptions, Organizational Culture Assessment Instrument (OCAI) developed by Cameron and Quinn (1999) to determine the organizational culture perceptions, and Knowledge Management Scale developed by researcher to determine the knowledge management perceptions were used. According to the results, there was a significant and positive relationship among leadership styles, organizational culture and knowledge management. Instrumental leadership and mechanical culture were the most experienced ones in schools. In addition, an intermediate level of knowledge management applications was found. Findings also revealed that instrumental leadership has the highest contribution for organical culture in the knowledge acquisition; participant leadership has the highest contribution to the mechanical culture. In the knowledge using, instrumental leadership has the highest contribution for organical culture; supportive leadership has the highest contribution for mechanical culture. In the knowledge sharing, instrumental leadership has the highest contribution for organical culture; participant leadership has the highest contribution for mechanical culture. In the knowledge storage, instrumental leadership has the highest contribution for organical culture and mechanical culture. In the process of knowledge management, instrumental leadership has the highest contribution for organical culture; participant leadership has the highest contribution for mechanical culture. In the process of knowledge management, instrumental leadership behaviors may be exhibited in schools with the organical culture, and participative and supportive leadership behaviors may be exhibited in schools with the mechanical culture.
The aim of the correlational research was to reveal teachers' opinions on the relationship among leadership, organizational culture and knowledge management in secondary schools. The independent variables of the research were leadership styles and organizational culture, and the dependent variable was knowledge management. In order to get data, Leadership Styles Scale developed by Ogbonna and Harris (2000) to determine the leadership styles perceptions, Organizational Culture Assessment Instrument (OCAI) developed by Cameron and Quinn (1999) to determine the organizational culture perceptions, and Knowledge Management Scale developed by researcher to determine the knowledge management perceptions were used. According to the results, there was a significant and positive relationship among leadership styles, organizational culture and knowledge management. Instrumental leadership and mechanical culture were the most experienced ones in schools. In addition, an intermediate level of knowledge management applications was found. Findings also revealed that instrumental leadership has the highest contribution for organical culture in the knowledge acquisition; participant leadership has the highest contribution to the mechanical culture. In the knowledge using, instrumental leadership has the highest contribution for organical culture; supportive leadership has the highest contribution for mechanical culture. In the knowledge sharing, instrumental leadership has the highest contribution for organical culture; participant leadership has the highest contribution for mechanical culture. In the knowledge storage, instrumental leadership has the highest contribution for organical culture and mechanical culture. In the process of knowledge management, instrumental leadership has the highest contribution for organical culture; participant leadership has the highest contribution for mechanical culture. In the process of knowledge management, instrumental leadership behaviors may be exhibited in schools with the organical culture, and participative and supportive leadership behaviors may be exhibited in schools with the mechanical culture.
Açıklama
Anahtar Kelimeler
Liderlik, Örgüt Kültürü, Bilgi Yönetimi, Ortaöğretim, Yönetici, Leadership, Organizational Culture, Knowledge Management, Secondary Schools, Administrator
