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This purpose of this paper is to synthesize and propose the indicators of knowledge management capability (KMC) in different knowledge management (KM) processes to assess KM effectiveness. It also intends to provide useful indicators for those who are interested in the study of KMC to create effective KM, who can utilize the aforementioned indicators as guidelines in the development of empirical definitions by testing them.

This paper is a literature review research, through which indicators of KMC for KM effectiveness are synthesized, utilizing related documents, literature and other research studies and the characteristics of which are evaluated by the KM experts as specified in qualitative research.

The results of the research suggest two main aspects of KMC for KM effectiveness: first, a resource‐based perspective, which comprises technology, structure and culture; and second, a knowledge‐based perspective, which comprises expertise, learning and information. It is suggested that there are 84 indicators in KMC for KM effectiveness, which can be divided into: 22 indicators on KMC‐knowledge acquisition; 21 indicators on KMC‐knowledge creation; 19 indicators on KMC‐knowledge storage; and 22 indicators on KMC‐knowledge application.

Apparently the existing research concerning KMC does not reveal clear conclusions nor designate indicators of KMC in both aspects: resource‐based perspective and knowledge‐based perspective. The consequence is a lack of direction and precision in developing KMC to achieve its effectiveness. This paper therefore provides clear visions on important aspects of KMC whereby the various indicators of their components need to be developed to enrich the concept and further the development of KM. It also provides future researchers with useful means to assess the KM effectiveness in different KM processes.

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.

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).

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.

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.

This study is perhaps the first study to investigate the practice of knowledge management among teachers in Malaysian primary schools.

Despite the fact that schools should be places where learning occurs, most schools have overlooked the importance of knowledge. In contrast, commercial firms have recognized knowledge as a strategic intangible asset and a key resource of the enterprises. Therefore, enterprises have already harnessed knowledge to a great extent with wide practice of knowledge management (KM). The purpose of this paper is to show that KM could be applied to the education sector similar to the practice in the business world for leveraging intellectual assets. This paper examines how schools can kick off the process of KM implementation. This paper also reports what have been done and what should be done in KM implementation better in a school. This can give insights for schools which will try KM in near future.

The paper uses a case study in a secondary school to explore how KM can be kicked off and sustained in a school setting. A KM system called knowledge base and a document management system called Digital Archive were developed to serve as the infrastructure for knowledge sharing. Lesson study and communities of practice (CoPs) were adopted to be the platforms for knowledge sharing among teachers in the school. A case study of the processes and lesson learned was done in this paper. Multiple sources of data, including observations, questionnaires and interviews, have been collected for evaluation.

In this paper, KM implementation was found to be effective through dual approaches: information-based and people-/interaction-based approaches. A knowledge base and a Digital Archive as knowledge repositories and lesson study and CoPs as platforms for knowledge sharing have been successfully established to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Challenges faced and the related coping strategies during the process of implementation were shared and reflected. It was also found that building sharing culture is the critical turning point of the process of KM implementation. Breaking through the barrier of sharing was found to be very essential to KM implementation.

This paper adopts case study methodology to report the process of KM implementation in a school. Although these results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study will be a strong empirical evidence of research of KM implementation, especially in schools. Because of the limited number of prior studies and the importance of the pioneering work of launching KM implementation, this paper tries to address the research gap by using theory building from cases as a research strategy rather than theory testing research, especially in “how”and“why” in the steps of kicking off KM implementation in an unexplored research area.

This paper shows a case of KM implementation in a school with thoughtful procedures of implementing information-based and people-/interaction-based approaches. The paper is a showcase that will shed light on the processes and lessons learned and also helps to provide a model for schools who are interested in applying KM in their schools.

Most people might think that KM can be applied only in commercial sector. This paper shows that KM can also be adopted in schools as well as other sectors.

This paper represents one of the pioneering work of implementing KM in a school. It hopes to make contributions for KM implementation also in the public sector within which are non-profit-making organizations.