THE RELATIONSHIP BETWEEN DIGITAL KNOWLEDGE SHARING, COMMUNICATION, AND COORDINATION IN THE WORKPLACE AND JOB PERFORMANCE

Abstract

This study examines the influence of digital information sharing, communication, and coordination on teacher performance. A conceptual model was developed through a thorough review of relevant literature. The sample comprised 265 teachers actively working in private schools. Data collection employed face-to-face surveys and SPSS for analysis. Results from factor, correlation, and regression analyses reveal that digitally-supported communication positively impacts digital information sharing and subsequently, job performance. However, coordination was found to have a negligible moderating effect. The study suggests that enhanced coordination and digital information sharing could enhance teacher performance. Three hypotheses out of four were confirmed, adding significant insights to existing literature. These findings offer guidance for researchers delving into digital communication and information sharing in education, potentially motivating future inquiries. The research contributes to understanding the effects of digital communication and information sharing on educational processes.

Keywords

• Digital Knowledge Sharing
• Digital Communication
• Digital Coordination
• Job Performance

İŞ ORTAMINDA DİJİTAL BİLGİ PAYLAŞIMI, İLETİŞİM VE KOORDİNASYON İLE İŞ PERFORMANSI ARASINDAKİ İLİŞKİ

Abstract

Bu çalışma, öğretmen performanslarına dijital bilgi paylaşımı, iletişim ve koordinasyonun etkilerini incelemektedir. Literatür taramasıyla geliştirilen kavramsal model, 265 özel okul öğretmeninden elde edilen verilerle desteklenmiştir. Yüz yüze anketler SPSS ile analiz edilmiş ve faktör, korelasyon ve regresyon analizleri yapılmıştır. Bulgular, dijital teknoloji destekli iletişimin bilgi paylaşımını artırdığını ve bu paylaşımın iş performansını etkilediğini göstermektedir. Ancak, koordinasyonun bu etkileri hafifletmediği görülmüştür. Çalışma, geliştirilmiş koordinasyon ve dijital bilgi paylaşımının öğretmen performansını artırabileceğini öne sürmektedir. Doğrulanmış model, dijital teknolojilerin bilgi paylaşımını artırma ve iletişim süreçlerini iyileştirme potansiyelini vurgulayarak, iş performansını artırabilir. Üç hipotez kabul edilmiş, biri reddedilmiştir. Benzer şekilde, literatürdeki bulgular, araştırmaya rehberlik edebilir ve gelecek çalışmalar için ilham kaynağı olabilir. Sonuçlar, eğitim sektöründeki dijital iletişim ve bilgi paylaşımını anlamak isteyenlere rehberlik etmektedir ve gelecekteki araştırmalara ışık tutabilir. Araştırma, eğitimde dijital iletişim ve bilgi paylaşımının iş süreçlerine etkilerine dair önemli bir katkı sunmaktadır.

Keywords

• Dijital Bilgi Paylaşımı
• Dijital İletişim
• Dijital Koordinasyon
• İş Performansı

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