Okul Yöneticileri ve Öğretmenlerin Bilgi Yönetimi Tutumları ile Öğrenen Okul Algıları Arasındaki İlişki

Strong societies are, today, the societies that have and use knowledge (Muratoğlu 2005). Thus, it is essential to produce information and even to share knowledge from other organizations in order to produce intellectual value in organizations (Dowling vd. 2008). When analysing the existing literature, it is possible to say that organizational learning is closely related to knowledge management. In organizations, knowledge the acquisition, knowledge sharing, knowledge interpretation and knowledge storage into the organizational memory have, at the same time, the characteristic of organizational learning. Thus, it would be a correct statement to say that the concepts of knowledge management and organizational learning are complements of each other (Spender 2008). King et al.'s (2008) study which explains organizational knowledge management with organizational learning model clearly specifies that organizational learning stages and knowledge management concepts interact with each other and have complementary features. In addition, Lyes & Easterby-Smith (2003) have emphasized that the relationships between learning organization and knowledge management should be identified and these two concepts should be discussed together. The aim of this study is to analyse the regression level for learning school perceptions of teachers and administrators' knowledge management attitudes. In this context, the study is structured as a descriptive study based on the screening model. According to Karasar (2003), the event, subject or individual that is subject to the study is tried to be identified within its own conditions and the way it is. Within this framework, in the study, the regression level for learning school perceptions of the knowledge management attitudes of the teachers and the administrators working in educational institutions is evaluated the way it exists. Population of the study; school administrators and teachers working in primary and secondary education institutions under the Ministry of Education in Zara, Hafik, Ġmranlı districts of Sivas. As of September 2012, the total number of the teachers and administrators who work in the said districts is 367. Sampling was not applied in this study. Reaching the population was aimed. However, since the participation was based on a voluntary basis and due to the incomplete filling, in September 2012, 336 people on duty were reached in Sivas, 55 of whom were school administrators and 281 of whom were teachers. Data collection phase; in the study, the Knowledge Management Attitudes Scale developed by Demir (2005) and Learning Organization (School) scale developed by the studyers Uğurlu, Doğan and Yiğit. Accordingly, by combining two scales developed, a data collection tool was created composed of two parts. In the first part, Learning School Perceptions Scale consisting of 20 clauses was included while the "Knowledge Management Attitudes Scale" consisting of 22 clauses was included in the second part. The package program SPSS for Windows 17.0 was used in the analysis of the data obtained during the study. Simple Regression and Multiple Regression techniques were used in order to determine whether there was a relationship or not between Knowledge Management Attitudes and Learning Organization (school) perceptions of the teachers and school administrators. In the study, since the number of administrators was inadequate, teachers and administrators were evaluated together and the analysis was done through the total number of teachers and administrators. According to the findings of the study, Knowledge Management Attitudes with its subdimensions "Self-Improvement, Communication, Commitment Attitudes" is in the position of the precursor of "Shared Vision" behaviours, the sub-dimension of Learning Organization (School) (R=0,394, R²=0,155, p< .05) and they together states approximately 16% of the "Shared Vision" behaviour; Knowledge Management Attitudes with its sub-dimensions "Self- Improvement, Communication, Commitment Attitudes" is in the position of the precursor of "Personal Dominance" behaviours, the sub-dimension of Learning Organization (School), (R=0,569, R²=0,324, p< .05) and they together states approximately 32% of the "Personal Dominance" behaviour; Knowledge Management Attitudes with its sub-dimensions "Self- Improvement, Communication, Commitment Attitudes" is in the position of the precursor of "Intellectual Models" behaviours, the sub-dimension of Learning Organization (School), (R=0,220, R²=0,048, p< .05) and they together states approximately 5% of the "Intellectual Models" behaviour; Knowledge Management Attitudes with its sub-dimensions "Self- Improvement, Communication, Commitment Attitudes" is in the position of the precursor of "Learning as a Team" behaviours, the sub-dimension of Learning Organization (School), (R=0,427, R²=0,182, p< .005) and they together states approximately 18% of the "Learning as a Team" behaviour. Based on the findings of the study, the following suggestions can be made: Starting from the relationship between knowledge management and learning organization (school), besides training teachers and administrators for acquisition and use of knowledge, schools should be converted to learning organizations.