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AbstractPurpose -The purpose of this paper is to identify the knowledge strategies applied in aided secondary schools in Hong Kong and to explore the predictive relationship between knowledge strategies and school learning capacity. Design/methodology/approach -A cross-sectional quantitative survey was designed to collect data from 427 teachers at 15 aided secondary schools in Hong Kong. Exploratory factor analysis and a structural equation model were applied to explore the factor structure of the latent variables and their relationships. Findings -The results showed that the schools use interpersonal interactive knowledge sharing as their major knowledge strategy. Knowledge retrieval, utilisation and sharing were identified as the predictive factors for individual learning capacity and organisation learning capacity. Practical implications -School administrators could consider the knowledge strategy of cultivating a community of practices in school organisation to develop teacher teaching competency and to enhance school learning capacity for sustainable development. Originality/value -The paper connects research on knowledge management and organisational learning in a school context and explores a knowledge strategy that could be applied effectively in education organisation.
Purpose
The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy.
Design/methodology/approach
This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model.
Findings
The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy.
Originality/value
This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD.
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