Exploring the predictive roles of intellectual and social capital on competencies for innovative teaching in second cycle schools

Purpose

This study aimed to examine the impact of intellectual and social capital on competencies for innovative teaching in second cycle schools.

Design/methodology/approach

A quantitative approach was employed for this study, which focused on collecting numerical data to assess the relationships between variables. The descriptive research design was used. The study selected a sample of 305 educators through a cluster sampling approach. Data were collected using a structured questionnaire. Subsequently, the collected data were analysed using partial least squares structural equation modelling (PLS-SEM) with Smart PLS 4.

Findings

The findings showed significant positive relationships between intellectual capital and competencies in environmental, learning and technological areas. Additionally, social capital had a significant relationship with environmental, learning, social and technological competencies, showing the critical role both intellectual and social capital play in improving teaching effectiveness.

Practical implications

The results suggest that educational institutions should prioritize developing both intellectual and social capital among educators to promote innovative teaching practices. This could lead to improved educational outcomes and a more engaging learning environment for students.

Originality/value

This study contributes to the literature by integrating the concepts of intellectual and social capital within the context of innovative teaching. It provides empirical evidence supporting the need for both forms of capital in enhancing educators’ competencies in second cycle schools.