A normative knowledge management model for school development

This paper discusses the application of Knowledge Management (KM) strategies in a school context with a view to bridging the knowledge gaps that exist between the strategic plan for school development and its implementation. Cheng’s normative model for implementation was adopted as the theoretical framework for the study [1]. A case study was developed using data collected from the school by means of group interviews and documentary reviews. The results show that the role of the school leadership in formulating people-based and information-based knowledge strategies and a supportive working culture are critical for the effective implementation of Knowledge Management. Copyright © 2018 International Journal of Learning and Teaching.