نقش واسطه ای تسهیم دانش در تاثیر جو نوآورانه بر رفتارهای نوآورانه (نمونه پژوهش: معلمان شهر کاشان)

نوع مقاله : مطالعه موردی

نویسندگان

1 نویسنده مسئول: استادیار، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران.

2 دانشیار، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران.

چکیده

درک اهمیت رفتار نوآورانه و خلاقانه معلمان در مدرسه، موضوع حیاتی و چالش برانگیزی برای مسئولان آموزش و پژوهشگران می باشد، زیرا مدارس به عنوان اجتماعات یادگیری حرفه ای وظیفه دارند حامی رفتارهای نوآورانه باشند. در واقع، از آنجایی که از مدارس و معلمان انتظار می رود دانش آموزانی را تربیت نمایند که در آینده، نیروی کاری خلاق و نوآور باشند، اهمیت رفتار نوآورانه معلمان به عنوان عاملان تغییر و الگوی دانش آموزان در این مسیر، امری مبرهن است. لذا هدف پژوهش، بررسی تاثیر جو نوآورانه بر رفتارهای نوآورانه معلمان با نقش واسطه ای تسهیم دانش بود. پژوهش حاضر از نظر هدف، کاربردی و از نظر اجرا، توصیفی-همبستگی بود. جامعه آماری، شامل معلمان شهر کاشان به تعداد 3252 نفر بود که با استفاده از فرمول کوکران و به روش نمونه گیری تصادفی طبقه ای 351 نفر به عنوان نمونه انتخاب شدند. جهت گردآوری داده ها از سه پرسشنامه جو سازمانی نوآورانه سیگل و کایمر (1978)، تسهیم دانش واندن هوف و دریدر (2004) و رفتار نوآورانه کانتر (1988) استفاده شد. روایی پرسشنامه ها به صورت صوری و سازه (تحلیل عاملی تاییدی) انجام شد. از طریق ضریب آلفای کرونباخ، پایایی پرسشنامه جو نوآورانه 88/0، رفتار نوآورانه 90/0 و تسهیم دانش 77/0 بدست آمد. تحلیل داده های پژوهش با استفاده از نرم افزارهای آماری SPSS و اسمارت در دو سطح توصیفی و استنباطی انجام گردید. نتایج نشان داد میانگین جو نوآورانه (96/2) کمی پایین تر از حد متوسط (3)، میانگین رفتار نوآورانه (95/3) بالاتر از حد متوسط (3) و میانگین تسهیم دانش (11/4) بالاتر از حد متوسط (5/2) بود. ضرایب مسیر نشان داد جو نوآورانه با (425/0=Beta، 001/0=P) روی رفتار نوآورانه، تسهیم دانش با (15/0=Beta، 002/0=P) روی رفتار نوآورانه و جو نوآورانه با (40/0=Beta، 001/0=P) روی تسهیم دانش معلمان، تاثیر مثبت و معنادار دارد و نقش میانجی تسهیم دانش، در تاثیر جو نوآورانه روی رفتار نوآورانه معلمان تایید شد. در واقع، هنگامی که معلمان جو سازمان را جوی حمایتی و حامی نوآوری ادراک می کنند، تمایل بیشتری به تسهیم دانش و تبدیل دانش ضمنی به دانش آشکار خواهند داشت و در حقیقت، بستری مناسب برای توزیع دانش بین معلمان فراهم می شود، تبادل اطلاعات صورت می گیرد و همین مسئله، زمینه ساز و پتانسیل بالقوه ای است برای بروز رفتار نوآورانه.

کلیدواژه‌ها


عنوان مقاله [English]

The mediating role of knowledge sharing in effect of innovative climate on teachers' innovative behaviors: (study case: teachers of Kashan city)

نویسندگان [English]

  • razieh aghababaei 1
  • hamid rahimi 2
1 Corresponding author: Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Kashan University, Kashan, Iran.
2 Associate Professor, Department of Educational Sciences, Faculty of Humanities, Kashan University, Kashan, Iran.
چکیده [English]

Understanding the importance of innovative and creative behavior of teachers in school is a vital and challenging issue for education officials and researchers, because schools, as professional learning communities, have the duty to support innovative behaviors. In fact, since schools and teachers are expected to train students who will be a creative and innovative workforce in the future, the importance of innovative behavior of teachers as agents of change and role models for students in this way is obvious. Therefore, the aim of the present study was to investigate the effect of the innovative climate on the innovative behaviors of teachers with the mediating role of knowledge sharing. The current research was applied in terms of purpose and descriptive-correlation in terms of execution. The statistical population included 3252 teachers of Kashan citythat by using Cochran's formula and stratified random sampling method 351 people were selected as a sample. In order to collect data’s, three questionnaires of innovative organizational climate (Cigel and Kaumer, 1987), knowledge sharing (Van den Hooff & De Ridder, 2004) and innovative behavior (Kanter, 1988) were used. The validity of the questionnaires was done in face and structure (confirmatory factor analysis). Through Cronbach's alpha coefficient, the reliability of the innovative climate questionnaire 0.88, innovative behavior 0.90, and knowledge sharing 0.77 estimated. Data’s analysis of the research was done using SPSS and Smart statistical software at two descriptive and inferential levels. The results showed that the mean of the innovative atmosphere (2.96) was slightly lower than the average (3), the mean of innovative behavior (3.95) was higher than the average (3) and the mean of knowledge sharing (4.11) was higher than the average (2/5). Path coefficients showed that innovative climate with (Beta=0.425, P=0.001) on innovative behavior, knowledge sharing with (Beta=0.15, P=0.002) on innovative behavior and innovative climate with (Beta=0.40, P=0.001) has a positive and significant effect on teachers' knowledge sharing, and the mediating role of knowledge sharing was confirmed in the effect of innovative climate on teachers' innovative behavior. In fact, when teachers perceive the climate of the organization as supportive of innovation, they will be more willing to share knowledge and transform tacit knowledge into explicit knowledge, and in fact, a suitable platform is provided for knowledge distribution among teachers, the exchange of information takes, and this issue is the basis and potential for the occurrence of innovative behavior.

کلیدواژه‌ها [English]

  • Innovative Climate
  • Innovative Behaviors
  • Knowledge Sharing
  • Teachers
  • Education
Abbasi, R., Abbasi, M. & Mozafarpour, S. (2015). Studying the role of knowledge management in schools. 2nd International Sonference on Management, Challenges and Solutions, Shiraz, the Center of International Conferences. (In Persian).
Afshari, I. & Enami, M. (2006). Investigating the effect of in-service training on the organizational innovation of the administrative staff of Razi Kermanshah University, A Research Project of Razi Kermanshah University. (In Persian).
Aghajani, M. & Mehdad, A. (2019). The effect of transformational leadership on organizational citizenship behavior and innovative behaviors among employees of Isfahan Azad University: mediating role of work engagement. Knowledge & Research in Applied Psychology, 20(1); 35-46. doi: 10.30486/jsrp.2019.663540. (In Persian).
Ahmad, F. & Karim, M. (2019). Impacts of knowledge sharing: a review and directions for future research, Journal of Workplace Learning, 31 (3); 207-230.
Akram, M. (2017). The effect of knowledge sharing behavior on the relationship of psychological contract, creativity and innovative behaviors, Journal of Basic and Applied Scientific Research, 7 (9): 10-17.
Arkhipova, M., & Kuchmaeva, O. (2018). Social demand of Russians for innovation (according to a sample survey). Economic and Social Changes: Facts, Trends & Forecast, 11(2): 69-83, doi: 10.15838/esc.2018.2.56.5.
Astor, R. & Benbenishty, R. (2018). Bullying, school violence, and climate in evolving contexts: culture, organization, and time. Oxford University Press.
Akturan, A. & Gunduz Cekmecelioglu, H. (2016). The effects of knowledge sharing and organizational citizenship behaviors on creative behaviors in educational institutions. 12th International Strategic Management Conference, 28-30 October 2016, Antalya, Turkey.
Bahrami, S. & Jafariharandi, R. (2020). Information literacy, knowledge sharing and entrepreneurial capabilities of Qom University students. Sciences and Techniques of Information Management, 6(3), 17-36. doi: 10.22091/stim.2020.4613.1327. (In Persian).
Biranvand, A., Zareei, S. & Golshani, M., (2021). Identify the factors affecting knowledge sharing in university environments. Human Information Interaction, 7(4); 15-29. (Persian)
Borasi, R., & Finnigan, K. (2010). Entrepreneurial attitudes and behaviors that can help prepare successful change-agents in education. The New Educator, 6(1): 1–29.
Carvalho, L. & Goodyear, P. (2018). Design, learning networks and service innovation. Design Studies, 55, 27–53.
Cumming, J. & Owen, C. (2001). Reforming schools through innovative teaching. Australian College of Education: Deakin, ACT.
Daly, A. J., & Finnigan, K. (2010). A bridge between worlds: Understanding network structure to understand change strategy. Journal of Educational Change, 111; 111– 138.
Dechamkhoy, M., Mohammadi Ostani, M., Shabani, A., & Rajaipour, S. (2015). Organizational innovation in the academic libraries of Shiraz University and Shiraz Medical Sciences University. Health Information Management, 12(5); 615-624. (In Persian).
Dehghan, M., Shabani, A. & Rajaeepour, S. (2018). A study of relationship between knowledge sharing and self-efficacy of researchers working at Malek Ashtar University of Technology (MUT). Library and Information Science Research, 7 (2); 273-291. (In Persian).
De Jong, J. & Hartog, D. (2007). How leaders influence employees' innovative behavior. European Journal of Innovation Management, 10(1); 41-64
Ekrami, M. & Naeimi Majd, A. (2013). The development of knowledge management based on organizational culture. The Journal of Modern Thoughts in Education, 8 (3), 32-18. (In Persian).
Enzai, N. I. M., Ahmad, N., Ghani, M. A. H. A., Rais, S. S., & Mohamed, S. (2021). Development of augmented reality (AR) for innovative teaching and learning in Engineering Education. Asian Journal of University Education, 16(4); 99–108.
Fidan,T. & Ozturk,I. (2015). The relationship of the creativity of public and private school teachers to their intrinsic motivation and the school climate for innovation. Social and Behavioral Sciences .195; 905-914.
Garg, S. & Dhar, R. (2017). Employee service innovative behavior: the roles of leader-member exchange, work engagement, and job autonomy. International Journal of Manpower, 38(2); 242-258.
Ghanbari, S., Afzali, A., & Rahmani, E. (2019). An analysis of the canonical relation between knowledge sharing and organizational learning (case study: the schools at district II of Hamadan). Scientific Journal of Strategic Management of Organizational Knowledge, 2(1), 45-74. (In Persian).
Ghasemian, Z., Aminbeidokhti, A., & Jafari, S. (2020). Structural relationship of knowledge sharing with effectiveness of school educational groups: mediating role of in-group trust and intra-group collaboration. Journal of School Administration, 8(2); 1-22. (In Persian).
Giustiniano, L., Lombardi, S., & Cavaliere, V. (2016). How knowledge collecting fosters organizational creativity. Management Decision, 1464-1496. https://doi.org/10.1108/MD-04-2015-0111.
Hadian, H., & Rahimi, H. (2021). The impact of authentic leadership on organizational innovation: the mediating role of knowledge sharing and social capital (study case: Staffs in University of Kashan). Karafan Quarterly Scientific Journal, 19; 34-55. (In Persian).
Hajizade, P., & Sardari, A. (2018). The impact of knowledge management on organizational innovative performance with emphasis on mediating role of organizational learning case study: Qaed Basir Petrochemical Products Manufacture Holding. Scientific Journal of Strategic Management of Organizational Knowledge, 1(2), 63-93. (In Persian).
Hashemi, Sh. & Molaie nejad, A. (2010). Content analysis of the selected and innovative plans of the first educational innovation conference. Journal of Educational Innovations. 36(9); 128-129. (In Persian).
Hassi, A., Rohlfer, S., & Jebsen, S. (2021). Empowering leadership and innovative work behavior: the mediating effects of climate for initiative and job autonomy in Moroccan SMEs. Euro Med Journal of Business, 18 (1); 108-130.
Hogel, M., Parbotear, K. P. & Munson, C. L. (2003). Team- level antecedents of individuals, knowledge networks, Decencies Sciences, 34(4); 741-770.
Hong, D., Suh, E., & Koo, Ch. (2011). Developing strategies for overcoming barriers to knowledge sharing based on conversational knowledge management: A Case Study of a Financial Company. Expert Systems with Applications, 38; 14417–14427.
Hornyák, A. (2021). Innovation in education. The Hungarian Educational Research Journal, 11(3); 336-337. https://doi.org/10.1556/063.2021.00029
Hulse, B., & Owens, A. (2019). Process drama as a tool for teaching modern languages: Supporting the development of creativity and innovation in early professional practice. Innovation in Language Learning and Teaching, 13(1), 17–30.
Ibrahim, S. & Hock Heng, L. (2015). The roles of learning in stimulating knowledge sharing at SMEs. Social and Behavioral Sciences, 172, 230 –237.
Ipe, M. (2003). Knowledge sharing in organizations: A conceptual framework. Human Resource Development Review, 2; 337-359.
Jahangir, M., Khorakian, A., & Lagzian, M. (2016). The impacts of work engagement on innovative behavior with an emphasis on the mediatory role of sharing mistakes. Innovation Management Journal, 5(1); 29-52. (Persian).
Jahed, H., Rezaeyan, T., Nourian, M. & Shahmohammadi, N. (2022). Dimensions and dynamics components of primary schools by research synthesis method. Journal of School Administration. 9(4); 162-182. (In Persian).
Johari, A., Nor Wahiza A., Wahat, N. & Zaremohzzabieh, Z. (2021). Innovative work behavior among teachers in Malaysia: The effect of teamwork principal support and humor. Asian Journal of University Education (AJUE), 17 (2); 33-51.
Khalighipour, S. A., Azizi, M., Yousof Boroujerdi, R., & Hoveida, R. (2020). A study of the effect of authentic leadership style on innovative organizational climate through employee empowerment in Isfahan University of Medical Sciences. Journal of Sustainable Human Resource Management, 2(2); 179-199. doi: 10.22080/shrm.2020.19013.1132.
Khorakian, A., Kadkhoda, N. & Molazadeh Yazdani, B. (2017). Investigating the effect of intellectual capital on innovative behavior through the role of knowledge sharing as a mediator. Innovation Management Journal, 6(1), 101-134. (In Persian).
Kim, N. & Shim, Ch. (2018). Social capital, knowledge sharing and innovation of small -and medium -sized enterprises in a tourism cluster. International Journal of Contemporary Hospitality Management, 30(6); 2417-2437.
Korhonen,T., Lavonen, J., Kukkonen, M., Sormunen, K. & Juuyi, K. (2014). The innovative school as an environment for the design of educational innovations. Finnish Innovations & Technologies in Schools, 12; 99-113.
Kuo, Y., Kuo, T., & Ho, L. (2014). Enabling innovative ability: knowledge sharing as a mediator. Industrial Management & Data Systems. 114, 5; 696-710.
Lawal, F. A., Iyiola, O. O., Adegbuyi, O. A., Ogunnaike, O. O. & Taiwo, A. A. (2018). Modelling the relationship between entrepreneurial climate and venture performance: The moderating role of entrepreneurial competencies. Academy of Entrepreneurship Journal, 24(1); 1-15.
Li, C. H., & Wu, J. J. (2011). The structural relationships between optimism and innovative behavior: understanding potential antecedents and mediating effects. Creativity Research Journal, 23(2); 119-128.
Lin, H. C. & Lee, Y. D. (2017). A study of the influence of organizational learning on employees’ innovative behavior and work engagement by a cross-level examination, Eurasia Journal of Mathematics, Science and Technology Education, 13(1); 3463–3478. https://doi.org/10.12973/eurasia.2017.00738a.
Marshall, N. & Rollinson, J. (2004). Maybe bacon had a point: The politics of interpretation in collective sense making. British Journal of Management, 15(1); 71-86.
Mathew, V.‌ (2010). Service delivery through knowledge management in higher education. Journal of Knowledge Management Practice, 11 (3), 1-14.
Martin, P., Salanova, M., & Maria Peiro, J. (2007). Job demands, job resources and individual innovation at work: Going beyond Karasek’s model? Psicothema, 19(4); 621–626.
Mehramiz, S., Akbary Borng, M. & Rostami Nejad, M. A. (2018). Understanding teacher’s Innovative behavior based on their irrational beliefs and systems thinking. Journal of Innovation and Creativity in Human Science, 7(3), 195-216.
Michailova, O., Kudinov, S. & Marin, J. (2015). Value-motivational characteristics of innovativeness as prospects for successful self-fulfillment. Mediterranean Journal of Social Sciences, 6(3); 105-112.
Mollazehi, A. & Karimi, F. (2020). Identification and validating factors affecting teacher’s knowledge sharing through ICT. Science and Techniques of Information Management. 4 (4); 103-131. (In Persian).
Moolenaar, N. M., Daly, A. J., & Sleegers, P. J. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovative climate. Educational Administration Quarterly, 46(5); 623-670.
Moolenaar, N. M., Daly, A. J. & Sleegers, P. J. (2011). Ties with potential: Social network structure and innovative climate in Dutch schools. Teachers College Record, 113(9); 1983-2017.
Moon, H. K. & Choi, B. K. (2014). How an organization's ethical climate contributes to customer satisfaction and financial performance. European Journal of Innovation Management. 17 (1); 85-106.
Moraru, M. (2019). Improving school climate through the teachers and students creativity. Journal of Pedagogy. 2; 139-149.
Muhammad, A. U. H. & Sadia, A. (2016). A systematic review of knowledge management and knowledge sharing: Trends, issues, and challenges. Cogent Business & Management, 3(1); 1-17.
Poraz, M. R. & Heydarifar, R. (2020). The impact of school organizational structure on the incidence of innovative teacher activities by mediating the role of quality of work life, School Administration, 8(4), 317-297. doi: https://doi.org/10.34785/J010.2021.351. (In Persian).
Puncreobutr, V. (2016). Education 4.0: New challenge of learning. St. Theresa Journal of Humanities and Social Sciences, 2(2); 92–97.
Reyhani Shukkat Abad, F., Hosseingholizadeh, R., & Khorakiyan, A. (2022). Investigating the status of knowledge sharing and its relationship with innovative work behavior of employees. Scientific Journal of Strategic Management of Organizational Knowledge, 4(4), 67-110. (In Persian).
Raykov, M. (2014). Employer support for innovative work and employees’ job satisfaction and job -related stress. Journal of Occupational Health, 12-192.
Samadian, A., Fatah, N. & Saber, A. (2020). A model for innovative climate in Islamic Azad University based on organizational learning, Organizational Justice and Ethical Leadership. MEO, 8 (2):155-186.
Scott, S. G. & Bruce, R. A. (1994). Determinants of innovative behavior: A path model of individual innovation in the work place.  Academy of Management Journal, 37: 580~607.
Selamat, M. H. & Zhang, W. (2019). Organizational climate and knowledge sharing towards employees’ innovative behavior in design industry. International Journal of Business and Management. 14(9); 76-90.
Sepehrnia, S. (2008). Investigating the relationship between organizational barriers with innovative management in employees of one of the Khuzestan province factories. (Master's thesis). Islamic Azad University, Marvdasht Branch. (In Persian).
Shababi, H., Ghiasabadi Farahani, M., Ghafari Ashtiani, P., & Hedayat Nejad Azandehi, A. (2021). The impact of open innovation on innovative performance in Mazandaran Province Industry, Mining and Trade Organization: the mediating role of knowledge structure. Karafan Quarterly Scientific Journal. doi: 10.48301/kssa.2021.129203. (In Persian).
Trapitsin, S., Granichin, O., Granichina, O. & Zharova, M. (2018). Innovative behavior of teachers: definition and analysis. The European Proceedings of Social & Behavioral Sciences. SSN: 2357-1330.
Tu, X., He, X., & Guo, J. (2015). The influence of critical thinking on employee’s innovative behavior: a mediating effect model. Science of Science and Management of S. & T., 36(10); 169-180.
Van Den Hooff, B. & De Ridder, J. (2004). Knowledge sharing in context: The influence of organizational commitment, communication climate and CMC use on knowledge sharing. Journal of Knowledge Management, 8 (6); 117-130.
Wang, Zh., & Wang, N. (2012). Knowledge sharing, innovation and firm performance. Expert Systems with Applications, 39; 8899–8908.
Xafakos, E., Kaldi, S., Vassiou, A., Stavropoulos, V., Papadimas, L., Maratos, A., Stavrianoudaki, A., Tzika, V. & Mastrothanasis, K. (2020).  The effect of teacher’s collaborative networks on innovative school climate and their individual innovation. European Journal of Education Studies. 7(11); 203-221.