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Knowledge strategies of school administrators and teachers

Jamaliah Abdul Hamid (Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Malaysia)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 28 March 2008

Abstract

Purpose

To examine the knowledge strategies of school administrators and teachers in schools to acquire and use information for decision making in various areas of school development.

Design/methodology/approach

Quantitative correlational research design using survey questionnaire as the main instrument for data collection. The respondents were from 40 schools, and involved random selection of 282 school administrators and 500 teachers. The research was conducted using a 23 item questionnaire.

Findings

Personal knowledge strategies of school administrators and teachers are highly correlated to the perception of positive knowledge management environments in their schools (r = 0.57, p < 0.001); the quality of data kept within schools (r = 0.63 p < 0.001); and the extent decision making in schools was information‐driven. Personal strategies also tend to influence the knowledge culture within schools. Personal strategies can maneuver the way people seek and tolerate new knowledge, and how ideas are valued and used. Higher levels of personal knowledge strategies will also likely result in a stronger belief in the quality process of decision making in schools.

Research limitations/implications

The knowledge strategies is not an exhaustive list.

Practical implications

School leaders need to cultivate competent knowledge strategies amongst their staff members to consolidate the knowledge culture in schools.

Originality/value

This paper identifies the need to actively create a school environment that enables teachers to actively and intensively utilize the information to create new knowledge and enhance the knowledge and information culture in their schools.

Keywords

Citation

Abdul Hamid, J. (2008), "Knowledge strategies of school administrators and teachers", International Journal of Educational Management, Vol. 22 No. 3, pp. 259-268. https://doi.org/10.1108/09513540810861892

Publisher

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Emerald Group Publishing Limited

Copyright © 2008, Emerald Group Publishing Limited