نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری علم اطلاعات و دانش شناسی دانشگاه قم، قم، ایران.
2 دانشیار گروه علم اطلاعات ودانش‌شناسی، دانشگاه قم، قم، ایران
3 دانشیار گروه علم اطلاعات و دانش شناسی دانشگاه قم، قم ، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Purpose: This study aimed to articulate a model of the impact of teachers’ Personal Knowledge Management (PKM) dimensions on students’ academic performance, investigating the mediating role of teaching quality within a centralized educational system in Salah al-Din Province, Iraq.
Methodology: This applied, descriptive-correlational study utilized structural equation modeling (SEM). The sample consisted of 192 teachers selected via convenience sampling. Data were collected using a structured questionnaire and analyzed using the Partial Least Squares (PLS-SEM) approach in SmartPLS.
Findings: Descriptive results indicated teachers have favorable information processing capabilities but face a critical weakness in “knowledge sharing and dissemination.” The structural model revealed that cognitive dimensions—specifically knowledge acquisition, analysis, and production—significantly enhance teaching quality. However, the mediating role of teaching quality was rejected, as the “knowledge application” dimension emerged as the sole, highly potent direct predictor of student academic performance (R^2 = 0.742).
Conclusion: This research identified a “Bifurcated Model of Teachers’ Personal Knowledge Management.” According to this model, cognitive information processing skills solely improve teachers’ instructional quality, while student academic success is driven not through the conduit of general teaching quality, but directly through the practical and tangible application of knowledge in the classroom. Policymakers should shift focus from theoretical information accumulation toward developing pragmatic application skills and collaborative knowledge-sharing routines.
کلیدواژه‌ها [English]
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