Relation between Dimensions of Knowledge Conversion according to Nonaka Theory by Empowering School Principals

The goal of this study is to investigate the relation between dimensions of knowledge according to Nonaka theory (socialization, externalization, combination, internalization) by empowerment of school principals in Education of Zarrinshahr, Isfahan, in academic year 2013-2014. The current study is of descriptive and correlative type and the researcher determines the relation between parameters of dimensions of knowledge conversion and empowerment of school principals by two questionnaires of knowledge conversion according to Nonaka and Spreitzer empowerment theory (1995). The statistical society of this research is 167 school principals and the volume of the sample of 90 was determined by Morgan table. The members of this sample were selected through simple random sampling method. To collect data, two standard 26-question questionnaires of Nonaka knowledge conversion (1994) and 16-question questionnaire of Spreitzer empowerment (1995) were used. The validity of the questionnaires was approved by the competent lecturers of Educational Sciences Faculty, Isfahan University and to calculate the reliability of the questionnaires, Cronbachʹs Alpha Coefficient was used which was reported to be 0.93 for the knowledge conversion questionnaire and 0.86 for empowerment questionnaire. To analyze the data and test the hypotheses, SPSS software and Pearson, Spearman correlation coefficient test were used. The findings of the study showed that there is a significant and positive (direct) relation between dimensions of knowledge conversion, i.e., socialization, externalization, combination & internalization and empowerment of principals of schools and there is not a significant relation between demographical factors and dimensions of knowledge management.