The relationship between intellectual capital, innovation and self-efficacy in educational organizations

The purpose of this research is to examine the relationship between intellectual capital, innovation and self-efficacy, in line with the perceptions of teachers working in educational organizations. In addition, the research aimed to examine the intellectual capital, innovation and self-efficacy perception levels of teachers working in educational organizations in terms of various variables. In the research, a descriptive relational screening model was used. The population of the research consists of 20,514 teachers working in 688 public secondary schools affiliated with the Provincial Directorate of National Education in 25 districts on the European Side of Istanbul in the 2022-2023 academic year, and the sample of the research consists of 922 teachers determined by the stratified sampling method. The data of the research were collected from the Intellectual Capital Scale developed by Karakuş and Çobanoğlu (2013), the Innovation Scale in Educational Organizations developed by Demir and Aküzüm (2024), and it was collected with the Self-efficacy Scale developed by Tschannen-Moran and Woolfolk-Hoy (2001), adapted into Turkish by Baloğlu and Karadağ (2008). In the analysis of the data, parametric analysis techniques (t-test and ANOVA), nonparametric analysis techniques (Kruskal Wallis H), correlation and regression statistical techniques were used in the SPSS statistical package program. As a result of these test techniques, where the significance level was taken as 0.05, LCD and Mann-Whitney U tests were used to determine which groups the significant difference occurred between. As a result of the research; teachers working in public secondary schools have high perceptions of intellectual capital and self-efficacy; it was determined that their perception of innovation was at a medium level. Among teachers' perceptions about intellectual capital, in the human capital sub-dimension according to the "gender" variable; according to the "educational status" and "professional seniority" variables, all in sub-dimensions and the total scale; according to the "number of teachers in the school" variable, in the human capital and structural capital sub-dimensions and the total scale; a significant difference was found in the structural capital sub-dimension according to the "length of service in school" variable. On the other hand, no significant difference was found between teachers' perceptions of intellectual capital according to the variables of age, participation in projects in educational organizations and participation in MEB R&D (research and development) projects. Teachers' perceptions about innovation include " innovative atmosphere and resistance to change " sub-dimensions and the total scale according to the "age" variable; According to the variables "professional seniority" and "number of teachers in the school", in all sub-dimensions and the total scale; A significant difference was found in the innovative atmosphere sub-dimension and the total scale according to the "length of service at school" variable. On the other hand, no significant difference was found between teachers' perceptions about innovation according to the variables of gender, educational background, participation in projects in educational organizations and participation in MEB R&D projects. Teachers' perceptions of self-efficacy include teaching skill, measurement and evaluation sub-dimensions according to the "age" variable; According to the "educational status" and "professional seniority" variables, in the teaching skill sub-dimension; A significant difference was found in the behavior management sub-dimension according to the "length of service at school" variable. On the other hand, no significant difference was found between teachers' perceptions of self-efficacy according to the variables of gender, number of teachers in the school, participation in projects in educational organizations and participation in MEB R&D projects. In the research, the relationship between intellectual capital and innovation is positive and significant at medium and high levels; It was determined that there was a positive, significant relationship at low and medium levels between intellectual capital and self-efficacy and between innovation and self-efficacy. As independent variables, intellectual capital and innovation together exhibited a significant relationship with self-efficacy; intellectual capital is a significant predictor of both innovation and self-efficacy; It was determined that innovation was a significant predictor of self-efficacy and that intellectual capital and innovation together were significant predictors of self-efficacy. Additionally, it has been determined that intellectual capital is more effective than innovation on self-efficacy.