Volume 8, Issue 1 (3-2025)
Iranian Journal of Educational Sociology 2025, 8(1): 22-31 |
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Masoudi Tafreshi M, Kamali N, Najafi A. (2025). Identifying Dimensions and Components of the Knowledge Management Model for Secondary School Principals in Tehran. Iranian Journal of Educational Sociology. 8(1), 22-31. doi:10.61838/kman.ijes.8.1.3
URL: http://iase-idje.ir/article-1-1445-en.html
URL: http://iase-idje.ir/article-1-1445-en.html
1- PhD student of Educational Management, Department of Educational Sciences, Zanjan Branch, Islamic Azad University, Zanjan, Iran
2- Associate Professor, Department of Educational Sciences and Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran
3- Associate Professor, Department of Industrial Engineering, North Tehran Branch, Islamic Azad University, Tehran, Iran.
2- Associate Professor, Department of Educational Sciences and Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran
3- Associate Professor, Department of Industrial Engineering, North Tehran Branch, Islamic Azad University, Tehran, Iran.
Abstract: (294 Views)
Purpose: This study aims to identify the dimensions and components of a KM model tailored for secondary school principals in Tehran, addressing the need for systematic handling of knowledge assets to create value and achieve strategic goals.
Methodology: This qualitative research involved 24 secondary school principals from various schools in Tehran. Data were collected through semi-structured interviews, allowing for in-depth exploration of participants' experiences and perspectives. The interviews were conducted in Persian and transcribed verbatim. Data analysis was performed using NVivo software, following a thematic analysis approach to identify significant themes and sub-themes related to KM practices. The sample size was determined based on theoretical saturation.
Findings: The thematic analysis revealed nine main themes critical to effective KM practices: Knowledge Management Processes, Technological Capabilities, Organizational Culture and Structure, Human Resource Management, Strategic Management, Managerial Support, Learning and Innovation, Efficiency and Effectiveness, and Knowledge Architecture. Each theme comprised several categories and concepts essential for fostering a knowledge-sharing environment and enhancing educational outcomes.
Conclusion: The study concludes that effective KM practices are crucial for secondary school principals in Tehran to navigate their roles' complexities and improve educational outcomes. By understanding and implementing the identified dimensions and components of the KM model, school leaders can foster a culture of continuous learning and innovation, enhance organizational performance, and create an environment conducive to knowledge sharing and application. These findings align with existing KM theories and models, providing practical recommendations for enhancing KM practices in schools.
Methodology: This qualitative research involved 24 secondary school principals from various schools in Tehran. Data were collected through semi-structured interviews, allowing for in-depth exploration of participants' experiences and perspectives. The interviews were conducted in Persian and transcribed verbatim. Data analysis was performed using NVivo software, following a thematic analysis approach to identify significant themes and sub-themes related to KM practices. The sample size was determined based on theoretical saturation.
Findings: The thematic analysis revealed nine main themes critical to effective KM practices: Knowledge Management Processes, Technological Capabilities, Organizational Culture and Structure, Human Resource Management, Strategic Management, Managerial Support, Learning and Innovation, Efficiency and Effectiveness, and Knowledge Architecture. Each theme comprised several categories and concepts essential for fostering a knowledge-sharing environment and enhancing educational outcomes.
Conclusion: The study concludes that effective KM practices are crucial for secondary school principals in Tehran to navigate their roles' complexities and improve educational outcomes. By understanding and implementing the identified dimensions and components of the KM model, school leaders can foster a culture of continuous learning and innovation, enhance organizational performance, and create an environment conducive to knowledge sharing and application. These findings align with existing KM theories and models, providing practical recommendations for enhancing KM practices in schools.
Keywords: Knowledge Management, Secondary School Principals, Educational Administration, Organizational Culture, Technological Capabilities, Human Resource Management, Strategic Management, Learning and Innovation
Type of Study: Research Article |
Subject:
Special
Received: 2024/05/21 | Accepted: 2024/09/16 | Published: 2024/12/15
Received: 2024/05/21 | Accepted: 2024/09/16 | Published: 2024/12/15
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