Organizational Knowledge Management as A Mediator on the Relationship Between Headmaster’s Sustainable Leadership and Teacher Innovative Work Behavior at Pahang Primary School (TS25)
DOI:
https://doi.org/10.37134/bitara.vol17.1.4.2024Keywords:
Organizational knowledge management, Sustainable leadership, Teaching innovative behaviour, Transformation schools 2025 (TS25).Abstract
The main aim of this study was to test the effect of the Headmasters’ Sustainable Leadership (SL) practices, Organizational Knowledge Management (OKM), and Teachers’ Innovative Work Behaviour (TIWB). This study also tests the role of Organizational Knowledge Management practices as a mediator in the relationship between Headmasters’ Sustainable Leadership practices and Teachers’ Innovative Work Behaviour in the primary schools of Transformation School 2025 (TS25). The design of this study utilized a quantitative approach with the survey method involving a total of 318 teachers who were serving in 30 primary schools (TS25) cohorts 1, 2, and 3 in the state of Pahang. The data has been analysed by descriptive and inferential using SPSS-Amos software. The observed data met the requirements of the fit indices (RMSEA=0.06, CFI=0.94, TLI=0.93, Chisq=2.28). The findings showed that significant effect of SL practices on OKM practices (β=.69, p<.05), SL practices on TIWB practices (β=.25, p<.05), and OKM practices on TIWB practices (β=.63, p<.05). Organizational Knowledge Management practices has been identified as a full mediator in the relationship between Headmasters’ Sustainable Leadership practices and Teachers’ Innovative Work Behaviour in (TS25) schools. As a conclusion, it has been identified that the role of headmasters is crucial in practicing knowledge that relevant to the organization to support the implementation of innovative work behaviour of teachers in schools. In terms of implications, the structural equation model that has been suggested shows that Headmasters’ Sustainable Leadership practices may affect Teachers’ Innovative Work Behaviour through the application of organizational knowledge management practices in schools. This provides an indicator that courses, training, and educational leadership modules for headmasters and teachers should be planned holistically to improve the quality as well as to transform the education system in Malaysia to achieve the goals of the Malaysia Education Blueprint 2013-2025.
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