The relationship between intellectual capital accumulation and teacher performance in high schools

This study investigates the relationship between intellectual capital accumulation and teacher performance in public high schools in the central districts of Diyarbakır from the perspective of teachers. The sample of this quantitative and relational study consisted of 322 teachers employed in the public high schools in Diyarbakır Province in the 2021-2022 academic year. Within this research, the ''Intellectual Capital Accumulation Scale in Schools'' and ''Teacher Performance Evaluation Scale'' was used to collect data. Data analysis was conducted by using mean, standard deviation, t-test, one-way ANOVA, Kruskal-Wallis H, Spearman correlation coefficient and Linear Regression. As result of the research, the study revealed that the intellectual capital accumulation in high schools is high, the highest intellectual capital accumulation is in the subscale of human capital, and the lowest accumulation is in the subscale of relational capital. It was concluded that teachers perceived their performance at a high level. Also, the intellectual capital accumulation perceived by the teachers towards their schools differed significantly according to their branches, high school institution type, school size, and teachers' education levels. But it was concluded that the teachers' perceptions did not differ significantly according to seniority, working time in their current school, and the time they spent at school outside of the classroom. In addition, the study revealed that there is a moderately positive and significant relationship between intellectual capital accumulation and teacher performance in high schools. Also Intellectual capital accumulation has an impact on teacher performance. Based on the results obtained from the research, suggestions were made to policymakers and researchers.