نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری مدیریت آموزشی، دانشکده علومتربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
2 کارشناسی ارشد آموزش و بهسازی منابع انسانی، دانشکده علومتربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
3 استاد گروه آموزش علومتربیتی، دانشکده علومتربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The purpose of this study was to identify and validate the indicators of organizational knowledge management adoption in public sector organizations. The research was applied in terms of purpose, mixed-method in terms of data (qualitative followed by quantitative), and sequential exploratory in terms of implementation. In the qualitative phase, the research method was thematic analysis. The statistical population of the qualitative section consisted of deputy directors of support and resource development in the district and regional offices of the Department of Education in Ardabil Province. Sampling was carried out using theoretical purposive sampling, and based on the principle of theoretical saturation, 15 participants were selected. The data collection tool in the qualitative section was semi-structured interviews. The qualitative data were analyzed through three-stage coding (open, axial, and selective). The quantitative phase employed a descriptive-correlational method. The statistical population in this phase included all staff members of the Ardabil Province Department of Education in the year 2025. The population size was 217, and due to its limited number, the entire population was selected as the sample for the quantitative phase using a non-random census method. The data collection instrument was a researcher-made questionnaire derived from the findings of the qualitative phase. Quantitative data were analyzed using confirmatory factor analysis (CFA) within the framework of structural equation modeling (SEM). Overall, the indicators of organizational knowledge management acceptance in the education department offices were categorized and validated under four components: structural foundations, human capital, knowledge process architecture, and enabling technologies (sig<0.05). The findings of this study provide a validated framework for the acceptance of organizational knowledge management within the administrative system of the education sector, which can serve as a basis for improving human resource performance and organizational development.
کلیدواژهها [English]
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