The Pattern of Relationships Among Intellectual Capital, Learning Organisation, Innovative School Structure, and Sustainable Management Behaviours in Educational Organisations

Intellectual capital, learning organisation, innovative school structure, and sustainable management behaviours have generally been examined separately, leaving limited evidence on how these organisational capacities operate together in educational organisations. This study aimed to examine the pattern of relationships among intellectual capital, learning organisation, innovative school structure, and perceived sustainable management behaviours and to evaluate the indirect associations between intellectual capital and perceived sustainable management behaviours through learning organisation and innovative school structure. A quantitative, cross-sectional, and correlational research design was employed. Data were collected through stratified sampling from teachers working in educational institutions affiliated with the Ministry of National Education in the Turkish Republic of Northern Cyprus. A personal information form and established scales measuring the constructs were administered. The hypothesised parallel indirect association model was evaluated through structural equation modelling after preliminary data screening and assessment of common method bias, multicollinearity, reliability, convergent validity, and discriminant validity. The model specified direct associations from intellectual capital to learning organisation, innovative school structure, and perceived sustainable management behaviours, together with parallel indirect pathways through learning organisation and innovative school structure. Bootstrap confidence intervals were used to evaluate the indirect associations. The findings indicated that intellectual capital was positively associated with learning organisation, innovative school structure, and perceived sustainable management behaviours. Learning organisation and innovative school structure were also positively associated with perceived sustainable management behaviours, and both indirect pathways were statistically supported. The study offers an integrated organisational capacity perspective on sustainable school governance by distinguishing a knowledge processing pathway from a practice-implementation pathway.