Knowledge management in Malaysian school education

Awang, Marinah; Ismail, Ramlee; Flett, Peter; Curry, Adrienne

doi:10.1108/09684881111158063

Cited by 15 publications

(15 citation statements)

References 40 publications

(40 reference statements)

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“…In line with the above, Sharifah & Kamarul (2011) found that teachers who were ready to implement teaching using the ICT approach have a strong relation between work and behavior. Awang et al (2011) stated that teachers do not have the time to hold discussion sessions to share ideas to improve their teaching methods. Therefore, it can be said that the implementation of knowledge management through ICT can enhance the knowledge and skills of teachers at any time, but it involves high costs such as the purchase of ICT equipment and provision of facilities.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In addition, online training can enhance the knowledge and skills of teachers at any time. This is because teachers do not have the time to hold discussion sessions to share ideas to improve their teaching methods Awang et al (2011). Therefore, the highly skills in ICT definitely give the teacher satisfaction as they can overcome the problems.…”

Section: The Relationship Between Teachers Ict Efficiency and Their Smentioning

confidence: 99%

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The Relationship between Efficiency and Level of Satisfaction on CPD among Teachers

Rahman¹,

Sheng²,

Daud³

et al. 2019

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The aim of this study was to identify the level of efficiency among teachers in Bachang Zone and their satisfaction towards online CPD. The survey has been conducted among 181 respondents in Bachang Zone, Malacca in order to identify the relation between teachers level of knowledge on ICT and their satisfaction based on gender and ages. The study showed that teacher who has more knowledge in ICT has a highly satisfaction. However, the comparative analysis found that teachers' efficiency on ICT was varied by gender, not by age. Meanwhile, the level of CPD satisfaction was significant by gender and ages. Therefore, this study suggested that various educational organizations should provide teachers with the assistance in ICT and improve the training website system to be more user-friendly and the similar conducted in rural areas also mostly welcomed.

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Section: Literature Reviewmentioning

confidence: 99%

Section: The Relationship Between Teachers Ict Efficiency and Their Smentioning

confidence: 99%

The Relationship between Efficiency and Level of Satisfaction on CPD among Teachers

Rahman¹,

Sheng²,

Daud³

et al. 2019

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“…The findings showed that the teachers were able to filter and improvise the acquired knowledge before storing it. Another comprehensive study by Awang et al (2011) revealed an outstanding result of knowledge management activities in schools. Even though only five primary schools were chosen from central Malaysia, high mean scores for knowledge capturing, knowledge creation, knowledge sharing, knowledge application and knowledge storage showed an effective practice of knowledge management in those schools.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Subsequently, Tippins (2003) also stated that academic staffs viewed knowledge as a source of distinction, and thus refused to share all types of knowledge and experiences. Contrary, some of the teachers were reluctant to receive new knowledge from others as they thought it will bring threat and burden (Awang et al , 2011). Therefore, these two groups of teachers contributed to the existence of knowledge hoarding culture in schools.…”

Section: Introductionmentioning

confidence: 99%

An overview of knowledge management practice among teachers

Supermane

Tahir

2018

Global Knowledge, Memory and Communication

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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.

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“…Giavrimis et al (2011) investigated why teachers take part in information and communication technology (ICT) programs and discussed their objectives. Awang et al (2011) discussed knowledge management in Malaysian school education. Yang and Huang (2008) performed a study of high school English teachers' behavior, concerns and beliefs in integrating information technology into English instruction.…”

Section: Introductionmentioning

confidence: 99%

A study on barriers of using information technology on learning and teaching in elementary schools

Haghighia¹,

Eskandari²

2012

MSL

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In this paper, we present an empirical study to determine the effects of different barriers on using information technology for learning and teaching in elementary school students. We plan to find the most important factors preventing elementary school children on implementing different information technology facilities for their educational programs. The study selects a population of 720 women teachers who work for elementary schools and chooses a sample of 220 people for this study. A questionnaire consists of various important factors are distributed among these people and the results are analyzed using some statistical tests. The study indicates that education program itself is to blame as the most important barrier for using information technology.

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Knowledge management in Malaysian school education

Cited by 15 publications

References 40 publications

The Relationship between Efficiency and Level of Satisfaction on CPD among Teachers

The Relationship between Efficiency and Level of Satisfaction on CPD among Teachers

An overview of knowledge management practice among teachers

A study on barriers of using information technology on learning and teaching in elementary schools

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