A CAUSAL MODEL ON KNOWLEDGE MANAGEMENT ORIENTATION OF SECONDARY SCHOOL HEADS AS INFLUENCED BY LEADERSHIP BEHAVIOR, ORGANIZATIONAL CULTURE, AND INFORMATION COMMUNICATION TECHNOLOGY COMPETENCY

Autori

  • Katherine H. Benigno UM Professional Schools, University of Mindanao, Davao City, Philippines
  • Rinante L. Genuba UM Professional Schools, University of Mindanao, Davao City, Philippines

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https://doi.org/10.46827/ejhrms.v10i2.2276

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educational management##common.commaListSeparator## ICT competency##common.commaListSeparator## knowledge management orientation##common.commaListSeparator## leadership behavior##common.commaListSeparator## organizational culture

Abstrakt

This study determined the best-fit structural model of knowledge management orientation (KMO) among public secondary school heads in Region XI, taking into account leadership behavior, organizational culture, and information and communication technology (ICT) competency. A quantitative descriptive-correlational design and stratified random sampling were used with 400 public secondary school teachers. The validated instruments measured the four constructs, and data were analyzed using means, standard deviations, Pearson correlations, multiple regression, and structural equation modeling. Leadership behavior (M = 4.47), organizational culture (M = 4.50), ICT competency (M = 4.44), and KMO (M = 4.47) were rated at very high levels. Each predictor was strongly and significantly related to KMO: leadership behavior, r = .863; organizational culture, r = .834; and ICT competency, r = .793, all p < .001. The regression model explained 76.7% of the variance in KMO; leadership behavior was the strongest predictor, followed by ICT competency, while organizational culture had no significant unique contribution. Model 3 was the best-fitting model, retaining support, providing vision, mentoring, delegating, consulting, innovative role modeling, consistency, involvement, the social and ethical dimension, technology operations and concepts, organizational memory, and knowledge sharing. It achieved an excellent fit, p = .075, CMIN/df = 1.330, GFI = .977, CFI = .997, NFI = .989, TLI = .996, RMSEA = .029, and p-close = .973, although only the path from organizational culture to ICT competency was individually significant. The study contributes an empirically tested framework that integrates leadership development, participatory culture, digital capacity building, and organizational-memory systems to guide school improvement and future model validation.

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  • ##submission.authorWithAffiliation##

    Katherine H. Benigno is a Secondary School Teacher VI at Malaybalay City National High School in San Jose, Malaybalay City, Bukidnon. She has served in the Department of Education for seventeen years, demonstrating sustained commitment to quality teaching, educational leadership, school improvement, and professional development. She is currently pursuing her Doctor of Education degree, major in Educational Management, at the University of Mindanao, Davao City. She earned her Master of Arts in Education, major in Educational Administration, from Capitol University, Cagayan de Oro City, and her Bachelor of Secondary Education, major in Social Studies, from Bukidnon State University, Malaybalay City. She is also a Licensed Professional Teacher who successfully passed the Licensure Examination for Teachers. Her research interests encompass educational management, school leadership, organizational culture, information and communication technology competency, knowledge management, teacher development, and institutional improvement. Her scholarly work focuses on examining the factors that influence the leadership and knowledge-management practices of school administrators. She is particularly interested in developing evidence-based approaches that promote effective leadership, digital competence, organizational learning, innovation, and sustainable improvement in educational institutions. Outside her professional and academic responsibilities, she enjoys traveling, engaging in adventure activities, watching movies, creating arts and crafts, and participating in ball games. 

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    Rinante L. Genuba (EdD), DPA is a university professor and researcher at the University of Mindanao in Davao City, Philippines. His areas of expertise include educational management, educational psychology, and quantitative research, particularly structural equation modeling. His scholarly work examines teacher well-being, organizational commitment, academic engagement, workplace climate, and other factors affecting the performance and professional experiences of educators. His research contributions include studies on how professional development, organizational conditions, and workplace environments influence teachers’ stress, engagement, and overall well-being. He has also investigated student-related factors, such as self-efficacy and academic engagement, particularly among criminology students. In addition, his collaborative research explores emotional competence, work-life balance, and social support among professionals in academic institutions. Through his research, Dr. Genuba contributes to a deeper understanding of how organizational, psychological, and social factors shape the experiences of educators and learners.

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Publikované

2026-07-26

Číslo

Diel 10 Číslo 2 (2026)

Sekcia

Articles