Co-creating leadership and knowledge creation: Relationships among leadership dispositions, conditions for knowledge creation, and modes of knowledge conversion in principal mentoring.

摘要

This study examines the leadership behaviors and conditions for creating knowledge present during mentoring between mentee principals and mentor principals. Using a survey instrument, 511 mentee principal respondents provided information on the extent of co-creating leadership dispositions, conditions for knowledge creation, and modes of knowledge conversion that were present in the mentoring process. The mentees also provided their perspective on the importance of co-creating leadership dispositions, conditions for knowledge creation, and modes of knowledge conversion. A 7-point Likert scale was used for both sets of questions.;Descriptive statistics were used to identify the extent of each of the factors of co-creating leadership dispositions, conditions for knowledge creation, and modes of knowledge conversion, including their subscales. Descriptive statistics were also used to identify the mentees' perspective on the importance of these same variables. Differences among demographic groups were found through MANOVA and MANCOVA analyses, along with a Bonferroni adjustment. Correlation coefficients were determined for both the extent and the importance of subscales to study the relationships among the co-creating leadership dispositions, the conditions for knowledge creation, and their effect on the four modes of knowledge conversion. A reverse stepwise regression analysis was performed to develop a prediction of the co-creating leadership dispositions and the conditions for knowledge creation on the modes of knowledge conversion.;All subscales for the co-creating leadership dispositions, conditions for knowledge creation, and modes of knowledge conversion were found to be prevalent. Differences in demographic groups were significant for some of the extent and importance subscales for age, ethnicity, and gender. Each subscale correlated significantly positively with other subscales. Various significant predictors of knowledge conversion were found, both within the extent and importance subscales. Some dispositions and some conditions were shown to impact the development of new knowledge for the mentee. Further investigation is needed to better understand the structures, actions, and conditions within principal mentoring that support mentee principals in developing knowledge.