This study examines teachers’ perspectives on intellectual capital of schools and investigates how the school principal and the socioeconomic status of a school’s neighborhood influence intangible assets of the school community. This study used a sequential explanatory mixed design. Analysis of survey data was followed by in-depth interviews with eight teachers in Bursa. Turkey. Survey results revealed a high level of intellectual capital in schools, but schools located in low socioeconomic neighborhoods had lower intellectual capital. This study concluded that the gender of a school principal was not a highly significant factor in intellectual capital management. Providing insight into how school community collectively enhances or hinders the intellectual capital of schools, this study helps educational leaders build intangible assets for the greater community.
Erdem et al. (Sun,) studied this question.