The Mediating and Moderating Effects of Knowledge Management in the Relationship between Technological Leadership Behaviors of School Principals and Data-Driven Decision-Making

Oct 15, 2026

This study examines how knowledge management mediates and moderates the relationship between school principals’ technological leadership behaviors and data-driven decision-making in their schools. It involves 408 teachers from 14 provinces of Turkey in the 2020–2021 academic year. Cross-sectional quantitative data are collected using three scales: School Principal Technological Leadership Competency, Knowledge Management, and Data-Driven Decision-Making in Schools. Descriptive statistics, correlation, and structural equation modeling (SEM) show high levels of technological leadership, knowledge management, and data-driven decision-making, with knowledge management acting as a mediator but not a moderator. Technological leadership and knowledge management are significant positive predictors of data-driven decision-making.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Introduction

Data-driven decision-making and accountability

Technology use for principals and data literacy

Knowledge management and leadership in decision processes

The Mediating and Moderating Effects of Knowledge Management in the Relationship between Technological Leadership Behaviors of School Principals and Data-Driven Decision-Making Mehmet Sabir ÇEVİK1 Yunus Emre Primary School Emine DOĞAN2 Çiğli Primary School Abstract The objective of this study is to contribute to the increasing database regarding the effects of school leadership on teachers’ data usage by investigating the relationship between the technological leadership behaviors of school principals and data-driven decision-making at their schools based on the mediating and moderating effects of the knowledge management variable. 408 teachers from 14 provinces of Turkey in the 2020-2021 academic year were included in the study. The School Principal Technological Leadership Competency Scale, the Knowledge Management Scale, and the Data-Driven Decision-Making in Schools Scale were used as data collection tools in this cross-sectional quantitative study. Descriptive statistics, correlation, and structural equation modeling (SEM) were used in data analysis. The study results demonstrate the school principals' practices of technological leadership, knowledge management at schools, and data-driven decision-making to be high. It has been found out in the study that knowledge management implementations play a mediating role in data-driven decision-making at schools by increasing the technological leadership competency levels of school principals, while not having a moderating effect on the relationship between technological leadership and data-driven decision-making. In addition, technological leadership and knowledge management have been identified to be significant and positive predictors of data-driven decision-making. Based on the study results, suggestions have been made to improve the technological leadership behaviors and knowledge management implementations of school principals at schools. Keywords: Technological Leadership, Knowledge Management, Data-Driven Decision-Making, Mediating Effect, Moderating Effect DOI: 10.29329/epasr.2023.525.3 Submitted:06 August 2022 Accepted: 07 February 2023 Published: 08 March 2023 1 Dr., Yunus Emre Primary School, Siirt, Turkey, ORCID: 0000-0002-8817-4747 Correspondence: [sahici1980@gmail.com](sahici1980@gmail.com) 2 Dr., Çiğli Primary School, Kahramanmaraş, Turkey, ORCID: 0000-0002-1333-3096 Email: [dgnemn@gmail.com](dgnemn@gmail.com) Introduction It is imperative for schools to use data that they can base on rational and scientific grounds indecision-making processes for them to meet the social expectations, provide public accountability, and solve the problems they encounter (Schildkamp & Kuiper, 2010) . School principals need to knowhow to analyze, interpret, and use data to access the correct information that can enable them to make informed decisions in every field from resource allocation to instructional implementations as a result of increased standardization and accountability in education (Datnow et al., 2007; Mandinach & Gummer, 2016). In this respect, the usage of technology by principals can be a critical tool to improve teaching and learning (Chappuis & Chappuis, 2008; Schildkamp et al., 2017) . Studies show that data used for decision-making and effective implementations can increase the learning abilities of students and affect school improvement positively (Byrd & Eddy, 2010; Dejear, 2016; Huguet et al., 2014; Kerr et al., 2006; Petersen, 2007; Slavit et al., 2013) . Data usage at schools has enabled software systems and technological processes to improve (Datnow et al., 2007) . Similarly, developments in technology have provided educators with better opportunities to access data and facilitated data analysis, and increased data usage in education (Mandinach & Gummer, 2013) . Wu (2009) has put forth the importance of school principals being trained to become competent in technology usage, and being supported with technological resources in

FAQs

What is the main objective of the study?

To investigate how principals’ technological leadership behaviors relate to data-driven decision-making, and how knowledge management mediates and moderates this relationship.

How was the study conducted and what data analysis methods were used?

The study used a cross-sectional quantitative design with 408 teachers from 14 Turkish provinces. Data were analyzed using descriptive statistics, correlation, and structural equation modeling (SEM).

What role does knowledge management play in data-driven decision-making?

Knowledge management implementations mediate data-driven decision-making by increasing principals’ technological leadership competency levels, but they do not moderate the relationship between technological leadership and data-driven decision-making.

Oct 15, 2026

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