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This research aims to find out teachers' perception about the behaviors of their school leaders with regard to knowledge management, and the changes in teachers' opinion considering their sex, age, educational level, experiment and tenure.

The sample of the research is primary schools teachers in Edirne, Turkey. A total of 430 questionnaires were evaluated. The scale developed to identify elementary school teachers' perception about knowledge management practices at their schools is based on four other different scales: “Know‐all 50: Knowledge Management Assessment”, “Knowledge Management Framework Assessment Exercise”, “Assessing Readiness for Managing Knowledge Assets”, and “Working with Knowledge”.

Findings of the research suggest that there are seven existing sub‐dimensions of knowledge management at schools in Turkey, namely: leadership, cultural structure, knowledge hubs and centers, tacit knowledge, explicit knowledge, knowledge vision, and learning culture. In addition to this, there is a significant relationship between the different sub‐dimensions of knowledge management and whether teachers have e‐mail addresses of their own, their schools have internet connection (for external knowledge), web site, computer network (for internal knowledge) and whether the school has a subscription to professional publications.

The researches in different countries show that knowledge management has nine sub‐dimensions but in Turkey there are seven. This scale needs to be applied to different organizational settings in order to be validated nationwide.

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.

This study aims to explore the principles and practices for managing records with the lens of functional analysis and knowledge management by using a case study that focuses on the experience of implementing records management at a public high school in Hong Kong.

A single case study is chosen as the research method for this paper. A series of qualitative interviews and documentary analysis were used to collect and triangulate the qualitative data.

The results show that the case school adopted a hybrid top-down and bottom-up approach to record management, facilitate decision-making and manage knowledge. The school adopted the taxonomy provided by the quality assurance framework as the functional classification in a digital archive in the records management system.

This study provides a set of taxonomy and a hybrid top-down and bottom-up approach to schools for ensuring that accurate information of all school activities is kept and can facilitate an effective and evidence-based, decision-making process.

Identifying taxonomy and management practices for effective documentation in public schools can support planning, assist with organising the continuity of improvement plans and increase reporting and accountability to society.

This study offers a taxonomy and management approach to the literature of records management and the practices for promoting and improving records management in school.

The purpose of this paper is to shed light on changes in the Malaysian education system, with particular reference to the development of Smart Schools, and to evaluate progress with respect to knowledge management in school education.

The research is designed around questionnaires based on a knowledge management conceptual framework administered to random samples of 50 teachers in 25 Smart Schools and 25 Non‐Smart Schools so as to be able to make comparisons.

The findings provide evidence relating to a number of factors in knowledge management, its importance, the methods of managing knowledge, knowledge activities, barriers to knowledge management and factors contributing to knowledge management.

The originality of the paper lies in its Malaysian context and the lack of research into knowledge management in the field of education in general.

Drawn from a recent research study of the Toronto District School Board, this paper aims to examine how the District employs knowledge management to initiate and improve early literacy instruction and achievement.

This study draws on Nonaka and Takeuchi's framework to explore how focusing on tacit‐to‐tacit knowledge‐sharing strategies influence early literacy‐based knowledge sharing within and across schools. Data collection involved the collection and analysis of documents used and designed by Early Years Listeracy Project (EYLP) staff members. The second phase engaged a cross‐section of 34 EYLP teachers, administrators and senior TDSB superintendents and EYLP management team members in individual semi‐structured interviews. Participants commented on their experience vis‐à‐vis the various knowledge management strategies used to support its implementation. Data from the interviews was codified, analyzed and summarized and summaries were shared with participants for comment.

The District has employed a comprehensive strategy designed to build instructional and leadership capacity via the use of in‐school knowledge activists and informal professional networks. This paper explores the impact of these strategies on school and district‐level teacher and leader learning and organizational culture.

The overall impact of these strategies for professional and organizational learning and the challenges associated with employing knowledge management within education and the broader public sector are presented.

This study aims to identify the influence of knowledge management processes on the performance of basic education, including both private and confessional organizations.

This study is based on a positivist view of science and adopts a quantitative approach. A survey was conducted that received 242 answers, which were analyzed using structural equation modeling.

All the knowledge management processes were found to impact all the dimensions of organizational performance in the schools. The role knowledge creation exerts on people in the organization was made apparent, as was the way in which knowledge storage impacts three Balanced Scorecard dimensions, namely, people, internal processes and sustainability.

This research is limited to private confessional basic education schools in Brazil that work at one or more levels of basic education.

This research is intended to help educational managers improve their knowledge management practices and achieve better performance within the educational environment.

The present study identifies two topics which are still under-investigated in the field of private confessional basic education, namely: the knowledge management processes and the Balanced Scorecard approach.

The emergence of “knowledge economies” brings along new lenses to organizational management and behaviour. One of the key concepts at the heart of this new wave is knowledge management (KM). The purpose of this paper is to scrutinize how KM is taught and discussed within the context of business schools around the UK.

The general research question is: how do top 40 business schools in the UK understand, teach and implement KM in their teaching? To answer this question, the author reviewed the curriculums of leading schools and contacted all schools to collect more information and data.

The study reveals that KM has yet to carve a self-standing place for itself within taught programmes in UK business schools.

The study’s methodological design can explore the relevance of KM as a term, but it can only provide limited perspective into how this complex and multidimensional concept is operationalized in business schools’ curriculums. Moreover, the capacity of business schools to frame KM holistically is beyond the scope of this research.

Framing KM discourse within the relevant academic literature, this paper outlines that, while KM is being scrutinized as a research topic, interest in KM has yet to be translated into a widespread integration of KM as a taught skill within business schools.

The study is considered as one of the first attempts to investigate how KM is understood, taught and implemented in teaching and curriculum design within the UK business schools.

The purpose of this paper is partly to complete Earl's framework, but more importantly to seek out the limits of what can be known and what cannot be known by each of the schools in his taxonomy, by addressing the absent epistemological foundation of what is being managed in his seven schools of knowledge management.

For each of the seven schools, the paper explores three related issues: the role of knowledge management systems in mediating between individual knowers and the community that needs to know; the context of Earl's knowledge management schools in terms of their focus on process and problems; and the consequences of the processes for identifying and validating knowledge.

Earl's framework survives this examination of its knowledge basis, suggesting that it is more robust, and captures more differences, than originally claimed. However, revelations about what can and cannot be known in each school suggest that knowledge management cannot be “done” until users and designers have greater sensitivity to the epistemological plasticity of what they purport to manage.

The paper's value lies in the re‐direction of knowledge management it suggests – a re‐direction away from technical solutions and towards examination of the epistemological and philosophical problems which are the chief reason for the continuing disappointment with knowledge management in many quarters.

The purpose of this paper is to present a model for the analysis of business schools as creators, disseminators, and adopters of knowledge on environmental management.

A review of the importance of higher education institutions for sustainability, and more specifically, about their relevance for the creation, diffusion, and adoption of knowledge on environmental management is performed. Guided by this reflection, a model for analyzing the contributions of business schools for expertise in environmental management is proposed. This model considers that activities such as teaching, research, extension community, and university management are elementary for these schools. For each addressed topic, empirical evidence on how some business schools and universities are addressing the environmental dimension in its activities is presented.

The paper's discussions lead the reader to a draft of the evolutionary stages of business schools' contribution for environmental management knowledge, which can be useful for many stakeholders linked to a business school. Finally, the opportunity for a continuation of this research line and the limitations inherent in this proposal are highlighted.

The literature on the subject can be considered meager and when existing tends to report experiences and challenges faced by business schools on the inclusion of environmental issues in their teaching activities, research, extension community, and university management, considering these activities almost always as watertight.

This paper aims to explore the influence of a principal’s leadership in kicking off knowledge management (KM) implementation and the following KM processes in the school. The author tries to propose a model of knowledge leadership for principals to adopt at the beginning of KM journey and during the process of KM implementation. The paper shares the lessons learned during the process of implementation: what he has done and what should be improved. Thus, this paper can provide a model for school principals to implement KM in their schools. This paper also sheds light for KM researchers about the issue of leadership during KM implementation.

The study uses an action research (AR) to explore how the principal’s leadership can enhance KM implementation in a school environment and evaluates the effectiveness of the knowledge leadership framework for KM implementation in a school setting. An insider AR methodology was adopted to study and reflect on the processes of KM implementation and lessons learned. Multiple data sources, including observations, questionnaires and interviews, have been collected for evaluation.

In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, the launching of KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of the knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust. In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, launching KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust.

Although the results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study might be a reference to other schools for their future development. Because of his unique position as the principal in the researched school, the researcher adopted an insider approach generating value for investigation of KM implementation in this study, as there were multiple mediating processes through which leaders could influence school functioning, and, hence, knowledge sharing or other issues in KM implementation.

This study could contribute toward KM implementation in the public sector, especially in schools. Moreover, the approaches, the strategies, the processes and the challenges the principal and the school faced can shed light on practice and research for further KM implementation. In addition, although leadership has been commonly regarded as an important factor in KM implementation, few studies have explored the impact of leadership during the KM process. With the principal’s leadership as the main component, this study is important for an analysis of the role of leadership during the process. The framework of knowledge leadership adopted in this study has been tried and evaluated to be applicable and necessary for KM implementation in a school environment.

Most people might think that KM can be applied only in the commercial sector. This study shows that KM can also be adopted in schools and in other sectors. Moreover, it shows that the principal’s leadership was the key driver for KM implementation. The principal’s leadership with clear direction and thoughtful procedures of implementing may be a showcase for the leaders in other sectors.

Fullan (2002) mentions the essence of KM in schools, the importance of principals’ leadership in the promotion of KM in schools, the moral purpose and knowledge sharing and leadership and sustainability, but he does not provide any practical suggestion for how principals can become knowledge leaders. Therefore, this paper hopes to further propose a model to show how to help a principal transform into a knowledge leader to overcome barriers and difficulties in kicking off KM at the beginning of their KM journey and during the process of KM implementation.