An overview of knowledge management practice among teachers

Abstract

Purpose This study aims to focus on the practice of knowledge management in Malaysian primary schools. Its objective is to identify the level of five knowledge management dimensions, which includes knowledge acquisition, knowledge refinement, knowledge storage/retrieval, knowledge distribution and knowledge presentation. Design/methodology/approach A cross-sectional survey was designed to collect the primary data from 250 primary school teachers within southern Malaysia. The levels of knowledge management practice were identified through close-ended questionnaires adapted from the Meyer and Zack’s Knowledge Management Cycle (1996). Findings The quantitative data analysis indicated that all the knowledge management dimensions are moderately practiced by the primary school teachers. However, knowledge storage and retrieval was the dominant dimension compared to the others, whereas knowledge distribution was the least dominant knowledge management dimension. Research limitations/implications Knowledge management practice is essential to teachers in creating and delivering quality teaching and learning activities. Therefore, educational leaders, officials and teachers training institutes should plan a clinical workshop on knowledge management practice to improve the quality of teaching and learning activities. Originality/value This study is perhaps the first study to investigate the practice of knowledge management among teachers in Malaysian primary schools.

Knowledge Management and Academic Performance in Indian Public Schools

“…KM systems were implemented widely in corporate organizations since the late 1990s, but research on the integration of knowledge practices in schools are few (Fullan, 2002;Lee, Lu, Yang, 2010;Chu, 2016b;Supermane and Tahir, 2018).The role of internet technology and the increasing digitization have increased the complexity of educational practices which made it critical for school organizations to introduce KM (McKenzie, Truc and van Winkelen, 2001;Richard, 2001;Kuo, 2003). School KM was well defined by Cheng (2015) as a set of relatively new organizational activities that make use of knowledge as an important resource to improve organizational behaviours, decisions, student learning, teaching processes and collegial relationships that enable schools to improve their overall performance.…”

“…KM was important in improving the performance of human resources in corporate organizations, both manufacturing and services. But KM in education is comparatively under-researched especially in schools as, they lagged behind to accept KM as a practice (Chu, 2016a;Supermane and Tahir, 2018). Therefore, this study analyzes KM in education, focusing on the government schools in India.…”

“…Besides, the recent studies conducted on School KM focused on strategic outcomes of KM including school learning capacity, KM leadership, Teacher Competencies, School effectiveness in terms of career development, initiatives for implementation of KM and Capitalising School knowledge (Cheng, 2012;Chu 2016a;Chu 2016b;Shih and Tsai, 2016;Cheng, 2017;Supermane and Tahir, 2018;Hallinger, Liu and Piyaman, 2019), ignoring the impact of KM on academic performance of the students. This study identified the possible processes and enablers of school KM comprehensively involving all the internal dimensions (curriculum standards, teaching process, learning initiatives, collaborative learning, shared culture and leadership support) and its impact on academic performance.…”

Untitled

“…Pengetahuan baru juga dapat diakuisisi dari sumber data atau informasi eksternal berupa jurnal penelitian, buku, database digital, website, diskusi, pendapat ahli (Costa & Monteiro, 2016;Duarte Alonso et al, 2019;Holsapple, Jones, & Leonard, 2015) Akuisisi pengetahuan bermanfaat bagi individu yang ingin memperkaya dan mengembangkan pengetahuan dalam dirinya. Akuisisi pengetahuan memudahkan seseorang untuk meningkatkan pemahaman, memperkaya wawasan individu sehingga dapat meningkatkan kapabilitas absorbsi, kompetensi, kemampuan berpikir analitis (Supermane & Mohd Tahir, 2018). Pengetahuan yang diperoleh dari proses akuisisi dapat dijadikan pedoman untuk mengambil keputusan dan memecahkan masalah kompleks (Bashir & Farooq, 2019;Boateng, Dzandu, & Tang, 2014;Gope, Elia, & Passiante, 2018).…”

Knowledge Management Practices of Universities in Bangladesh: Lecturers’ Perception

“…KM facilitates the academics to create new knowledge and process the collected one based on their requirements and students' capabilities (Bandyopadhyay et al, 2017). Supermane and Tahir (2018) stated the education system as an efficient medium of a country that can enrich its competitiveness. So, Bangladesh, like other countries, attempts to adapt with the global change through the transformation of its education system.…”