Knowledge management and pedagogical innovativeness of vocational educators, the mediating role of transformational leadership style

Helen Edowaye Chukwuemeke; Navid Nwanna Dumbiri

doi:10.24036/jptk.v6i4.34423

Authors

Helen Edowaye Chukwuemeke Department of Vocational and Technical Education, University of Benin, Nigeria
Navid Nwanna Dumbiri Department of Vocational and Technical Education, University of Benin, Nigeria

DOI:

https://doi.org/10.24036/jptk.v6i4.34423

Keywords:

Knowledge management dimension, Pedagogical innovativeness, Vocational educators, Transformational leadership style, Quality education

Abstract

The study investigated the relationships on three dimensions of Knowledge Management (KM), Pedagogical Innovativeness (PI) and Transformational Leadership Style (TLS). Design used for the study was correlational and data were collected from 137 vocational educators/lecturers in public universities in Nigeria, this forms the sample of study. Structured questionnaire instrument was used, covering the demographic variables of the respondents and measuring the relevant dimensions of knowledge management, pedagogical innovativeness and transformational leadership style. Three experts face validated instrument for this study. The reliability was measured by using Cronbach alpha method and an overall alpha value of 0.89 was obtained. The data was collected by the authors and analysed. Bivariate correlation linear regression and path analysis via 5000 re-samples bootstrap method was used for analysis. The results showed that knowledge management dimensions i.e. knowledge dissemination, responsiveness to knowledge predict significantly pedagogical innovativeness while knowledge acquisition did not significantly predict pedagogical innovativeness. It also showed that transformational leadership style does mediate relationship between knowledge management and pedagogical innovativeness. The results suggest that knowledge acquisition (KA), knowledge dissemination (KD) responsiveness to knowledge (RK) are among the key indicators of pedagogical innovativeness. The results also suggest that transformational leadership style will not bring about the relationship between knowledge management and pedagogical innovativeness. Based on findings, it was recommended that knowledge management should be encouraged in tertiary institutions as this will enhance pedagogical innovativeness of vocational educators. In addition, management of tertiary institution should employ transformational leadership style for ultima productivity of their employees.

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