جستجوی مقالات مرتبط با کلیدواژه "تسهیم دانش" در نشریات گروه "علوم تربیتی"

Knowledge management is an important topic in today's management and it is also a continuous strategy to acquire the right knowledge, for the right people and at the right time. The main goal of this research was to predict knowledge management based on knowledge sharing with the mediation of psychological empowerment of principals of primary schools in Malair city. The current research method is a descriptive-correlation type of research. The statistical population of this research included all principals of primary schools in Malair city in the academic year of 2023-2024. The minimum required sample in the PLS method was at least 200 people, which due to the loss of subjects and caution, equal to 230 people were selected by available sampling method, and finally 216 questionnaires were analyzed in the final analysis.. The tools of the current research included the standard questionnaires of knowledge management by Fong and Choi (2009), knowledge sharing by Lin (2007), psychological empowerment of Spirits (1995). Statistical hypotheses were tested through structural equations using the path analysis method. The results of the findings showed that the research model has a good fit; Knowledge sharing with the mediating role of psychological empowerment has an effect on managers' knowledge management; Knowledge sharing has an effect on the psychological empowerment of managers; Knowledge sharing affects managers' knowledge management; Psychological empowerment has an effect on managers' knowledge management.

The aim of the current research was to predict the professional development of teachers based on the perceived knowledge-oriented leadership style with the mediating role of knowledge sharing and teamwork.

The type of research was descriptive correlational, and the statistical population consisted of 3237 teachers in Kashan, and the sample size was 342 using Cochran's formula. Data collection tools were four questionnaires of knowledge-oriented leadership, professional development, knowledge sharing and teamwork. The reliability of the questionnaires was obtained through Cronbach's alpha for professional development 0.93, teamwork 0.79, knowledge sharing 0.73 and knowledge-based leadership 0.93.

The findings showed that the mean of the variable of knowledge-oriented leadership (23.34) is higher than the average (18), the mean of the variable of professional development (46.7) is higher than the average (36), knowledge sharing (36.82) is higher than the average 30 and the mean of teamwork (19.33) is lower than the average 30. The overall effects of knowledge-oriented leadership on professional development, knowledge sharing and teamwork were positive & significant, and the overall effects of teamwork and knowledge sharing on professional development were positive & significant. Also, the mediating role of knowledge sharing and teamwork in the impact of knowledge-oriented leadership on professional development was confirmed.

if teachers have a positive perception of knowledge-based leadership, they will have more knowledge sharing and teamwork. In fact, the establishment of schools in which administrators pays attention to the creation, acquisition, application, sharing and distribution of new knowledge and information can cause teachers' professional development, organizational efficiency and effectiveness

In recent decades, lipids and their related compounds in the plasma of healthy individuals and patients were considered and proposed ad risk factors for cardiovascular diseases. This study aimed to review the effect of 15 days’ cinnamon supplementation on lipid profile in response to an aerobic exercise session.

In this quasi- experimental study 24 healthy male were selected and divided into three equal groups (1g cinnamon, 1.5 g cinnamon, and placebo) according to aerobic power. The subjects were taking cinnamon capsules for 15 days. Blood sampling was taken from subjects before and immediately after 30 minutes of running with an intensity of 55 to 65 percent of maximum heart rate on the treadmill. For statistical analysis of data, dependent t-test, one-way ANOVA, and Tukey’s post- hoc tests were used (P≤0.05).

Aerobic exercise significantly increased HDL and decreased LDL, VLDL, TG, and Cho (P≤ 0.05), 15 days cinnamon supplementation had a significant effect on the increase of HDL and decrease of LDL, TG, and Cho in response to one session of aerobic exercise (P≤ 0.05, though, had no significant effect on VLDL (P≥ 0.05).

It seems that to improve the response of lipid profile to one session aerobic exercise, 15 days’ cinnamon supplementation can be used.

This qualitative study aims to investigate the knowledge sharing in Iranian schools. It is based on phenomenological approach. A total of 20 high school principals in Tehran were purposefully interviewed to the point of theoretical saturation. The data were analyzed without subjective manipulation. The data were analyzed through coding the content of the interviews via three stages of open, axial and selective coding. Finally, 10 open codes and axial codes including four categories (facilitating the use of knowledge organized by employees, submitting scheduled reports to stakeholders, having data warehouses and various forms for publication of knowledge, having numerous conferences, lectures and meetings in the field of publishing) were extracted. Each of these codes is an indicator and is thoroughly discussed in detail in the present study. The findings suggest that in order to achieve knowledge sharing, individuals who share their knowledge should be classified in different units in the organization and use changing techniques to achieve the desired goals. It must be remembered that culture will be transmitted in the structure of organization.

The aim of this study was to investigate the relationship between organizational learning and organizational innovation through the mediation of knowledge sharing between staff and faculty members of Sabzevar universities. The research method, according to how to obtain the required data, is descriptive and correlational and specifically based on the structural equation model, which used maximum likelihood estimates with skewness adjustment. The statistical population of this study is the official staff and faculty members of public universities, Azad, Payame Noor, new technologies, non-profit and applied science in Sabzevar. To measure the research variables, three questionnaires with a 5-point Likert scale were used. These questionnaires were distributed among 237 employees and faculty members of Sabzevar universities in a stratified random manner. The content validity of all three questionnaires was confirmed by a number of management experts and specialists and the reliability of organizational learning, knowledge sharing and organizational innovation questionnaires using Cronbach's alpha coefficient was determined to be 0.89, 0.96 and 0.92, respectively. . Data were analyzed by Kolmogorov-Smirnov tests, one-sample t-test, Pearson correlation and structural equation modeling using SPSS25 and LISREL software. Findings showed that organizational learning, both directly and indirectly through knowledge sharing, plays a key role in the rate of innovation in Sabzevar universities. Knowledge sharing also has a positive, direct and significant effect on the level of innovation of the organization. In addition, the findings show that the status of key variables in this study in the study population is not appropriate.

The main purpose of the present research is to explain the impact of empowering leadership on safety behavior considering the mediating role of knowledge sharing and safety climate in the employees of Rural Water and Sewerage Company of Guilan province. Therefore, the main question of this research is: Does empowering leadership affect safety behavior considering the mediating role of knowledge sharing and safety climate of employees in Guilan Rural Water and SewerageCompany? The present research is descriptive-corelation study, in terms of data collection is a field study, and the data collection tool is questionnaire. The population of the study is 420 employees in Guilan Rural Water and Sewerage Company. The sample size (219 people) was determined using the Cochran formula. Six hypotheses were put forward in this study. In this research, simple random sampling method was used. The data were analyzed using SPSS22 and SMART PLS3 software. The results of the study showed that empowering leadership has an impact on the safety climate and knowledge sharing in Guilan Rural Water and Sewerage Company's employees. However, the empowering leadership did not affect the safety behavior of Guilan rural water and sewerage company's employees. Findings also showed that safety climate affects the safety behavior of Guilan rural water and sewerage company's employees. In addition, the findings indicate that empowering leadership through the safety climate and knowledge sharing has an impact on the safety behavior of Guilan Rural Water and Sewerage company's Employees.

The aim of this study was to design and test a knowledge sharing model (a case study among education staff) in which the combined research method was used through a combination of qualitative and quantitative methods. Qualitative stage included all university professors, experts and experts in the field of educational management and administrative staff with education experience, especially experts in the field of knowledge sharing. The statistical sample in this section includes 8 university professors, 4 experts and experts in the field of educational management and 4 The statistical population of this study included a small part of all education administrative staff, which according to the latest statistics and information available in the Deputy of Research and Planning of the General Directorate of Education in In the academic year of 1998-99, a total of 1412 educators were working in administrative positions. The researcher selected a sample of 304 people using a multi-stage cluster method and implemented a researcher-made questionnaire. The researcher based on the criteria extracted from the qualitative stage Amal documents, books, articles and interviews were semi-structured and in three stages of open coding, axial coding and selective coding, a researcher-made questionnaire was designed for the knowledge sharing model among education staff.

Knowledge sharing in educational institutions is necessary to overcome the challenges of globalization. Among the various factors that may be involved in this process, psychological mentoring, professional mentoring and role conflict are the factors that the present study intends to investigate their role in knowledge sharing.

Metodology: 

In terms of purpose, it is considered an applied research and in terms of data collection method, it is considered descriptive-correlation. The statistical population of this study is 1648 employees of educational institutions in Sarab city. According to Krejcie and Morgan table, the sample size was 313 people and was selected using stratified sampling method. Data were collected using Dixon Knowledge Sharing Questionnaire, Noe Standard Mentoring Scale and Rizzo, House and Lirtzman Role Conflict Scale. After deleting the outdated data, the number of samples reached 248 people. Data analysis was performed using Pearson correlation test and structural equation modeling.

Findings indicate the fit of the conceptual model. Due to the low absolute value of T_Value from the desired value (1.96), the coefficient of effect of role conflict on knowledge sharing was not significant and the first hypothesis was rejected. Confirmation of the second and third hypotheses of the research on the direct and positive effect of psychological mentoring and professional mentoring on knowledge sharing at 95% confidence level is another finding of this study.

Psychological mentoring and professional mentoring can improve the knowledge sharing of educational and non-educational staff of Sarab city; In addition, role conflict can not be considered a good way to improve knowledge sharing in educational institutions in this city.

knowledge sharing, information literacy, job performance

The purpose of this study was to analyze the content of related articles in the field of knowledge sharing. This research was conducted in the form of qualitative content analysis by using Grounded Theory qualitative Technique. The statistical population was consisted of various internal and external scientific articles on knowledge sharing from 1388hijri and 2009AD. For this purpose, 61 articles that directly examined the topic of knowledge sharing , entered the process of analysis after analyzing the Casp.Coding the articles was performed based on qualitative content analysis of articles and using the MAXQDA software. Finally, with the studies performed, there were 355 codes in these articles related to knowledge sharing, which led to the identification of 13 main variables and 39 components, each had its own indicators. The results showed that the most important factors mentioned in Knowledge Sharing Articles are organizational circumstances related to the organizational context as well as external and internal motivations for knowledge sharing. Finally, based Grounded Theory Technique, the identified variables were catecorised in six general classification and final model which provide the connection between components in order to share knowledge in the organization.

The general purpose of this study was to investigate the relationship between professional learning community and organizational innovation through knowledge sharing in order to provide a model in Islamic Azad universities in Tehran.

This research was applied in terms of purpose and correlational in terms of descriptive method. The statistical population consisted of 1916 faculty members of Tehran Azad Universities. According to Cochran's formula, 320 people were selected as a sample by stratified random sampling. To collect data, a researcher-made questionnaire of the professional learning community with 87 questions, the Organizational Innovation Questionnaire of Ismail et al. (2002) with 33 questions and the Dixon Knowledge Sharing Questionnaire (2000) with 15 questions were used. The validity and reliability of the tools were also confirmed.

The results of structural equation test showed; there is a positive and significant relationship between professional learning community with organizational innovation (standard coefficient 0.710) and knowledge sharing (standard coefficient 0.586). There is a positive and significant relationship between knowledge sharing and organizational innovation (standard coefficient / 701).

Also, the relationship between professional learning community and organizational innovation mediated by knowledge sharing in Islamic Azad universities in Tehran is positive and significant and the presented model has a suitable fit.

The purpose of this study was to investigate the role of secondary education on the teacher's job support through mediation of knowledge sharing. The research method is descriptive and correlation is a type of structural equation modeling. The population consisted of all high school teachers in Tehran province who were selected by using randomized cluster sampling method (380 people) as a statistical sample. Three questionnaires were used for collecting the research data from Abdullah Abrisham's Instructor's Instructor's Inventory, Shane Job Support Questionnaire and Knowledge Sharing Knowledge Wang et al. Data were analyzed using structural equation modeling. The results indicate the fitness of the conceptual model and its confirmation for the community of high school teachers in Tehran province. The direct effect of in service training variables on knowledge sharing was significant and direct effect of knowledge sharing on job reliance is significant. However, the direct effect of in-service training variables on job support was not significant. There was also a significant and indirect effect between in-service training on occupational support based on the role of mediating knowledge sharing (0.42). Therefore, direct knowledge sharing and in-service training indirectly account for 45% of job support. According to the findings of this research, it is suggested to consider the promotion of in-service training and the need for them to increase their knowledge base, in order to increase their job support.

The purpose of this study was to investigate the effect of information and communication technology on innovation, creativity, and knowledge sharing among faculty members of Shahid Rajaee University of Technology in Kashan. The present study is of applied and survey-correlation type. The research community consisted of 85 who were selected from among 116 professors of Shahid Rajaee Technical and Vocational University in Kashan. The data collection instruments consisted of the Information and Communication Technology Questionnaire (Mahmoodi, 1392), Standard Creativity Questionnaire (Torrance, 1959), The Innovation Questionnaire (Martin, 1965), and Knowledge Sharing Questionnaire (JQB) (Jacob et al., 2007). The data were analyzed using descriptive and inferential statistics including Pearson correlation coefficient and linear regression. Findings of the research showed that, based on Pearson correlation coefficient, information and communication technology has a significant relationship with the sharing of knowledge, creativity, and innovation. Moreover, Information and Communication Technology significantly affects sharing knowledge and innovation and creativity of faculty members of Shahid Rajaee Technical and Vocational University in Kashan.

Pundits of education believe that quality and effectiveness in education requires the existence of educational groups in all areas regarding teaching-learning processes. This needs especially acute when education undergoes fundamental changes, because educational groups play an essential role in guiding and enhancing teaching-learning processes and making desirable changes in educational systems. Hence, the performance of educational groups, active in the field of education, is considered as part of quality assurance programs and the effectiveness of education for the purpose of improvement and growth of teachers'' professions. The performance of educational groups in providing educational services to teachers is a way for their professional growth and improvement in order to achieve the basic benefits (vision, value, mission, goals, etc.) of education, i.e. to enhance teachers’ performance quality and consequently the growth and development of the educational system. School educational groups, as a link related to educational factors, teachers and students have a sympathetic and special place in achieving educational goals. Wu & Short (1996) believe that education as one of the most significant social institutions plays a pivotal role in longevity and development of each society through teaching children and future-makers of that society. Among them, teachers as human resources and implementers of education and training programs are its essential elements, and their performance plays a major role in the success of this institution. Therefore, in trying to improve the quality of education, more focus should be placed on teachers and the organizational aspects that affect their work in schools. This is based on an assumption that understanding the factors affecting teacher performance increases our knowledge of how schools improve. The goal of present study is investigate the structural relationship of knowledge sharing with effectiveness of school educational groups by mediating in-group trust and intra-group collaboration of teachers of three educational levels of schools in Babol. Present study is a practical research on the basis of purpose and is a type of descriptive-correlative researches on the basis of data collection method.

The statistical population of this study includes all primary and secondary first and second school teachers (n=3100, m=1426, f=1674) in the school year 2017-18. Given the assumed methods, 9 parameters should be estimated, including 3 parameters in gamma matrix, 2 parameters in beta matrix, 3 parameters in WiFi matrix and 1 parameter in Sai matrix. Accordingly, the sample size should be at least 5 to 50 times more than the desired parameters (Müller, 1996).  Based on the number of parameters existing in the model, a sample of 200 people was selected using stratified random sampling. They included 200 primary and secondary first and second school teachers in Babol (m=82, 41%; f=118, 59%). In the study sample, the average effectiveness of school education groups (M = 3.918) in a range of 5 points shows that the sample teachers evaluated the effectiveness of school educational groups above the average level. Also, the average knowledge sharing, intra-group trust and intra-group cooperation were estimated above average. All the teachers of study sample completed the questionnaires of knowledge sharing, in-group trust, intra-group collaboration and effectiveness of school educational groups. In order to test the reliability of these instruments, Cronbach’s alpha was used. The data was analyzed through structural equation model and by SPSS and LISREL software.

The findings showed that there is a positive and significant relationship between knowledge sharing, in-group trust and intra-group collaboration with effectiveness of school educational groups. Knowledge sharing has a direct and significant effect on effectiveness of educational groups. Also, knowledge sharing with mediating the in-group trust has an indirect and significant effect on effectiveness of school educational groups. Knowledge sharing with mediating the intra-group collaboration has an indirect and significant effect on effectiveness of school educational groups. The results of this study indicated the importance of paying attention to the role of knowing sharing, in-group trust and intra-group collaboration of teachers in increasing the effectiveness of  school educational groups. 

Discussion and conclusion

In general, based on the results obtained, it can be concluded that the sharing of knowledge, trust and cooperation within the group will increase the effectiveness of school educational groups and in turn results in improvement and enhancement of the education system.  Knowledge sharing in educational groups along with close cooperation and trust among teachers in return for this knowledge sharing and cooperation in the exchanged information has increased the effectiveness and performance of teachers, which, in turn, leads to the growth and development of their professions and the results will be reflected in improving the empowerment of students. Finally, it is suggested that the educational groups and related meetings be equipped with the appropriate tools and technology to perform the assigned tasks so that teachers are able to participate in the groups in a real and virtual method to share their knowledge and information. In this way, they can pursue the acquisition of information and knowledge through other members of the group. Education officials are encouraged to use brochures, booklets and posters to inform teachers about the impact of collaboration, teamwork and the sharing of knowledge and trusting each other and its positive effects on improving the process of group work and training sessions. Also, by creating a friendly and informal atmosphere in education contributes to more communication among teachers and strengthens their cooperation. Furthermore, using the guidelines of experienced and knowledgeable educational groups, they can overcome the problems arising during the work. It is necessary to create a culture of trust, participation and cooperation and their goals in improving and enhancing nationwide educational centers and schools, and of course, the cooperation of the mass media will be fruitful in this regard. Incorporating internet for sharing knowledge in school educational groups and the free use of virtual chat rooms so that teachers can easily exchange information and knowledge and have shares in each other''s knowledge

The goal of this research is the evaluation of knowledge management strategies which impact to innovative behavior personnel in workplace. Statistical community includes all human source bosses and assistants in Mazandaran public universities which their numbers were 105 totally. The number of statistical sample was evaluated 82 individuals by using Cochrane equation. To gather data, a questionnaire was used which is provided by researcher and composed of 35 components and 30 professionals confirmed its contextual and formal validity.its reliability was obtained more than 0.7 in introductory test which 30 items were studied for all variables, which this value is acceptable level. To analysis descriptive statistical data and inference them, regression test in SPSS software is used. According to data, all strategies in knowledge management impact to personnel innovative behavior in workplace which include knowledge management strategy, knowledge allocation, knowledge creation, knowledge application and data store strategies.

The purpose of this study was determine the relationship between social capital and organizational learning Given the Intermediate role of knowledge sharing among faculty members of Islamic Azad University, Islamshahr Branch. The present study is descriptive and correlational, with primary focus on least squares. The statistical population of this study consists of 316 faculty members of Islamic Azad University, Islamshahr Branch. Following Morgan Table and simple random sampling, 169 members were selected as sample of the study. The research was conducted through three questionnaires as, Social Inventory Organizations, Knowledge Sharing Questionnaire and Organizational Learning Questionnaire. Their Cronbach's alpha Coefficients were measured and obtained 0/81, 0/86 and 0/91 respectively. Moreover, they were narrative and content-related. The purpose of this study was to evaluate the distribution of data and to answer the research questions, and to develop a model for measuring. For this purpose, structural modeling of SPSS software version 20 and Smart PLS version 0.2 were used. The results of this study showed that social capital has an effect on organizational learning and knowledge sharing as well as knowledge sharing on organizational learning. Also, knowledge sharing for the relationship between social capital and organizational learning has a moderating role and is a minor type of mediator.

The present study aims to "investigate the effect of transformational leadership and credible leadership on innovation taking into account the moderating role of knowledge sharing".

The research method is descriptive correlational. The statistical population of the study consisted of all faculty members of Islamic Azad universities in Fars province, including 2,000 people. Using a Stratified sampling method and Cochran sample size formula, 322 subjects were selected. To collect information, use four standard questionnaires of Transformation Aperfins Bass (2000), Authentic Leadership Neider et al. (2011) and Walbuwa et al. (2008), Sa'atchi et al. (2010) and Knowledge Sharing Questionnaire Carmeli et al (2011). Became The validity of the questionnaire was calculated based on the construct validity and its reliability was calculated to be 0.78, 0.77, 0.77 and 0.74 based on Cronbach's alpha method, respectively. Data analysis is done using the SmartPLS structural equation.

The results show that the used model has a good fit. There is also a significant relationship between transformational leadership and credible leadership with organizational innovation.

In total, the results were approved that the used model has a good fit