Introduction and Objective: In the present era, when organizations are facing complex challenges and rapid environmental changes, knowledge is recognized as the most important source of sustainable competitive advantage. The aim of this study was to investigate the effect of knowledge-based leadership on organizational identity and the mediating role of talent management strategies in high school teachers in Kazerun city.
Research Methodology: The research method was a descriptive correlational type. The statistical population of this study included all high school teachers in Kazerun city, 473 people, of whom 212 people were selected as the sample size using the Morgan table by simple random sampling. To collect data, three knowledge-based leadership questionnaires (2004), Cheney's organizational identity questionnaire (1983), and Ahmadi et al.'s talent management questionnaire (2012) were used. The validity of the questionnaires was formally approved by educational management professors, and the reliability coefficient of the questionnaires for the variables of knowledge-based leadership was estimated to be 0.78, organizational identity was estimated to be 0.89, and talent management strategies were estimated to be 0.76. The research hypotheses were analyzed using structural equations.
Findings: The research findings indicated that knowledge-based leadership has an impact on organizational identity and the mediating role of talent management strategies in secondary school teachers in Kazerun city.
Conclusion: Knowledge-based leadership can lead to strengthening organizational identity among teachers, and this relationship is significantly mediated by talent management strategies. In other words, when educational administrators operate with a knowledge-based approach, if they simultaneously implement effective talent management strategies (attracting, retaining, and developing teachers), they will have a greater positive impact on the formation and strengthening of teachers' organizational identity.