Examining of the relationships between intellectual capital, innovation and self-efficacy

Abstract

This research aims to examine the relationship between intellectual capital, innovation and self-efficacy in educational organizations. The universe of the research, in which the relational research model was used, consists of 20514 teachers working in public secondary schools located in the districts on the European Side of Istanbul. The sample group, in which the simple random sampling method was used, consists of 922 teachers. “Intellectual Capital Scale”, “Innovation in Educational Organizations Scale” and “Self-Efficacy Scale” were used to collect the data. SPSS 26 package program was used to analyze the collected data. In the analysis of the data, descriptive statistics and multiple linear regression analysis techniques are included. According to the findings obtained in the research, it was seen that the sub-dimensions of intellectual capital were significant predictors of teachers’ perception level regarding innovation, and the most important predictor variable was structural capital. It was determined that the sub-dimensions of intellectual capital were significant predictors of teachers’ perception level regarding self-efficacy, and the most important predictor variable was relational capital. It was seen that the sub-dimensions of innovation were significant predictors of teachers’ perception level regarding self-efficacy, and the most important predictor variable was sensitivity to change. It has been determined that intellectual capital and innovation variables are significant predictors of teachers’ perception level of self-efficacy, and the most important predictor variable is the intellectual capital variable.

Keywords

• Intellectual Capital
• Innovation
• Self-Efficacy

Entelektüel sermaye, inovasyon ve öz-yetkinlik arasındaki ilişkilerin incelenmesi

Abstract

Bu araştırma eğitim örgütlerinde entelektüel sermaye, inovasyon ve öz-yetkinlik arasındaki ilişkiyi incelemeyi amaçlamıştır. İlişkisel araştırma modelinin kullanıldığı araştırmanın evrenini İstanbul ilinin Avrupa Yakası’ndaki ilçelerde bulunan resmi ortaokulda görev yapan 20514 öğretmen oluşturmaktadır. Basit seçkisiz örnekleme yönteminin kullanıldığı örneklem grubu 922 öğretmenden oluşmaktadır. Verileri toplamak amacıyla “Entelektüel Sermaye Ölçeği”, “Eğitim Örgütlerinde İnovasyon Ölçeği” ve “Öz-Yetkinlik Ölçeği” kullanılmıştır. Toplanan verilerin analizi için SPSS 26 paket programı kullanılmıştır. Verilerin analizinde, betimsel istatistikler ve çoklu doğrusal regresyon analiz tekniklerine yer verilmiştir. Araştırmada elde edilen bulgulara göre, entelektüel sermaye alt boyutlarının öğretmenlerin inovasyona ilişkin algı düzeyinin anlamlı yordayıcıları olduğu, en önemli yordayıcı değişkeninin yapısal sermaye olduğu görülmüştür. Entelektüel sermaye alt boyutlarının öğretmenlerin öz-yetkinliğe ilişkin algı düzeyinin anlamlı yordayıcıları olduğu, en önemli yordayıcı değişkenin ilişkisel sermaye olduğu saptanmıştır. İnovasyon alt boyutlarının öğretmenlerin öz-yetkinliğe ilişkin algı düzeyinin anlamlı yordayıcıları olduğu en önemli yordayıcı değişkeninin değişime duyarlılık olduğu görülmüştür. Entelektüel sermaye ve inovasyon değişkenlerinin öğretmenlerin öz-yetkinliğe ilişkin algı düzeyinin anlamlı yordayıcıları olduğu en önemli yordayıcı değişkeninin ise entelektüel sermaye değişkeni olduğu saptanmıştır.

Keywords

• Entelektüel Sermaye
• İnovasyon
• Öz-yetkinlik

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