Leading Knowledge Exploration and Exploitation in Schools: The Moderating Role of Teachers' Open Innovation Mindset

Research output: Journal contributionsJournal articlesResearchpeer-review

Authors

  • Nedim Özdemir
  • Ömür Çoban
  • Hilal Buyukgoze
  • Sedat Gümüş
  • Marcus Pietsch
Aim: The purpose of this paper is to identify teacher-level latent profiles of open innovation mindset and explore how these profiles moderate the effects of leader-member exchange on their exploitation and exploration activities. We also aim to investigate the indirect effects of principal transformational leadership on exploration activities via leader-member exchange. Research Design: Using a sample of 3,075 teachers working in 261 schools from 12 provinces across Türkiye, this study, first, employed a moderation analysis with latent profiles variables and, second, conduct a two-level structural equation model. Findings: Latent profile analysis produced three types of teacher mindset profiles: growth, average, and fixed. Findings indicate the quality of the dyadic exchange with the school principal did not influence engagement in exploitation activities of teachers with a growth mindset, whereas it contributed to the exploration activities of those teachers. Our results showed that when teachers perceived that their principal exhibited a higher level of transformational leadership behavior, they were more likely to have a higher leader-member exchange, which in turn increased the teachers’ exploration behavior. Implications: This study highlights both exploitative and explorative activities are facilitated by high-quality work-related social processes within the school, and we need to recognize affective and relational contexts in the schools, as they are primarily social institutions.
Original languageEnglish
JournalEducational Administration Quarterly
Volume60
Issue number5
Pages (from-to)668-717
Number of pages50
ISSN0013-161X
DOIs
Publication statusPublished - 12.2024

Bibliographical note

Publisher Copyright:
© The Author(s) 2024.

    Research areas

  • Educational science - ambidexterity, eader-member exchange, open innovation mindset, transformational leadership, latent profile analysis, microfoundations, exploration, exploitation

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