The degree of the practice of kindergarten administrators for the knowledge management and its relationship with administrative creativity from the point of view of female teachers

Abstract

The study aimed to identify the degree of practice of kindergarten principals for knowledge management processes and to clarify the correlation between the degree of practicing kindergarten administrators the knowledge management and the skills of administrative creativity development from the point of view of female teachers. The researcher used the analytical descriptive approach based on two questionnaires. (Diagnosis, generation, distribution, storage and application of knowledge). The second questionnaire also included elements of managerial creativity (risk, flexibility, sensitivity to problems, originality and fluency). The original population of the study consisted of all kindergarten female teachers in Damascus city. The study sample was limited to (200) randomly selected of kindergarten teachers.
The study reached a number of results, the most important of which are:
The degree of knowledge management practice among kindergarten principals is medium, and the areas of inquiry vary in degree. The knowledge generation process ranked first with an average of 4.37 and with a standard deviation of 5.15 and a very high degree followed by the knowledge storage at average (4.33) and with a standard deviation (5.95) and a very large degree. In the third place was the process of knowledge identification with average (4.15) and standard deviation (3.79) and to a large extent, followed by knowledge distribution with average (2.70) and standard deviation (4.85) with a standard deviation (5.80) and a weak score.
- There is a relationship between the degree of kindergarten principals' practice of knowledge management processes and the skills of managerial creativity from the female teachers' point of view.