The Relationship of Knowledge Management, Teachers’ Self-Efficacy and Creativity in Shiraz Pre-School Centers

Subject Areas : Education

سارا Baezat ¹ (گروه علوم تربیتی ، دانشگاه آزاد اسلامی واحد ارسنجان، ارسنجان، ایران)
حسین Aflakifard ² (استادیار گروه علوم تربیتی ، دانشگاه آزاد اسلامی واحد ارسنجان، ارسنجان، ایران)
نیما Shahidi ³ (استادیارگروه علوم تربیتی ، دانشگاه آزاد اسلامی واحد نورآباد ممسنی، نورآباد ممسنی، ایران)

Received: 2014-09-27 Accepted : 2015-05-02 Published : 2017-03-09

Keywords: Creativity, self-efficacy, teachers, Knowledge Management, pre-school centers,

Abstract :

    The main purpose of this research was to study the relationship among knowledge management ,self-efficacy and creativity of  teachers in pre-school centers of Shiraz Educational Organization  region 2. The population of research was all 78 pre –school teachers in region 2 of shiraz educational organization. the sample were 66 teachers and was selected randomly based on Krejcie & Morgan table. Jashapara knowledge management questionnaire (Cronbach alpha= 0.89), Schwarzer et al. (1991) self- efficacy questionnaire (Cronbach alpha=0.82) and Randseep creativity questionnaire (Cronbach alpha=0.76) with appropriate validity based on the specialists’ points of view were used to conduct this research. Pearson correlation coefficient and stepwise regression tests were used to studying the relationship between knowledge management and teachers self-efficacy and creativity. the results showed that all dimensions of knowledge management including knowledge creating, organizing, implementing and sharing had a positive and significant relationship with teachers self-efficacy and creativity. Among the dimensions of knowledge management, knowledge organizing had a significant power for predicting teachers’ self-efficacy, and knowledge implementing and knowledge organizing had a significant power for predicting teachers’ creativity.

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