Epistemological beliefs and views of innovation management of teachers and administrators in schools in Prizren, Kosovo

This research examined the relationship between the epistemological beliefs and innovation management practices of Turkish teachers working in Kosovo and analyzed whether these variables differ according to demographic factors. In the study, it was determined that especially the learning process and innate talent sub-dimensions have established significant relationships with innovation management. It was observed that the participants displayed flexible, questioning and experience-based approaches to accessing information; these attitudes have supported innovative thinking and institutional development.Research findings revealed that epistemological beliefs play a decisive role on organizational innovation activities as well as individual learning processes. Openness to learning and a process-oriented approach to knowledge provide positive effects in areas such as project management, strategic planning and input management. On the other hand, more limited and variable relationships were found in the sub-dimensions of learning effort and certainty of knowledge. In particular, flexible attitudes regarding the changeability of information showed that participants were more open to creative thinking and producing alternative solutions.In the analyzes conducted in terms of demographic variables, no significant difference was found between epistemological beliefs and innovation management practices in terms of gender and education level. However, significant differences were detected (found) in the seniority year variable, especially in the accuracy of information sub-dimension. It has been determined that teachers with 1–5 years of experience have more flexible epistemological beliefs than those with 15 years or more of experience. In addition, differences were determined according to the level of education they worked at; It was observed that secondary school teachers approached knowledge more critically and process-oriented. Teachers' strong epistemological beliefs have a decisive impact on innovative thinking, project development and organizational culture creation processes. However, individual differences create diversity and dynamism in these processes. The research emphasizes that epistemological awareness should be increased and innovation management skills should be developed, especially in educational institutions. In this regard, suggestions such as awareness workshops for administrators, in-service training for teachers with the theme of continuous development and dissemination of team-based innovative practices in school culture have been presented. Key Words: epistemological beliefs, strategic planning, innovation management