The mediating role of innovative management in the relationship between school principals' technological leadership behaviors and information management levels according to teachers' perceptions

This study aims to examine the mediating role of innovative management in the relationship between school principals' technological leadership behaviors and knowledge management levels, as perceived by teachers. Conducted during the 2023–2024 academic year in Şanlıurfa, Turkey, the research involved 297 public school teachers and employed a relational survey model. Data were collected using three scales: the Technological Leadership Behaviors of School Principals Scale, the Innovative Management in Schools Scale, and the Knowledge Management Tendency Scale. Findings indicate that teachers evaluated their principals' technological leadership behaviors, innovative management approaches, and knowledge management practices at a moderately positive level. Demographic variables—including gender, age, and professional seniority—did not significantly affect perceptions of technological leadership, knowledge management, or innovative management. Structural equation modeling (SEM) revealed that principals' technological leadership behaviors positively and significantly influenced knowledge management levels. Furthermore, innovative management partially mediated this relationship, underscoring its critical role in enhancing knowledge management effectiveness in educational institutions. The study highlights the importance of strengthening school principals' technological leadership competencies to foster more effective and innovative knowledge management processes. Accordingly, we recommend that policymakers develop technology-focused educational policies, school administrators enhance their digital competencies, and institutions implement comprehensive technology-based leadership training programs.