Determining the intellectual capital management qualifications of education administrators (Case of Samsun province)

In this research, it is aimed to develop the scale of perceptions of school administrators and teachers' intellectual capital management competencies of school administration in vocational high schools. For this purpose, first of all, a scale was developed; The scale was developed, and data collected using this scale were analyzed quantitatively. The study involved 691 teachers and 212 school administrators from vocational high schools in Samsun, Turkey. The findings of the research indicate that school administrators generally have a high perception of intellectual capital management competencies in the schools they work in. Additionally, teachers working in schools with 21-30 teachers tend to have higher perceptions of intellectual capital management competencies compared to those working in schools with 41 or more teachers. The research also reveals that teachers with professional seniority of 6-10 years have higher perception levels of intellectual capital management competencies. Similarly, teachers with a service period of 1-5 years in the same institution tend to have higher perception levels compared to those with a service period of 11 years or more in the same institution. It is concluded that school administrators' intellectual capital management competencies perception levels are higher than teachers' intellectual capital management competencies perception levels. In the research, it was found that the variables of professional seniority, number of teachers and length of service in the institution have a significant impact on the perception of teachers' intellectual capital management competencies.