This paper explores the predictive relationship between knowledge management and school capacity. A cross-sectional quantitative survey was designed to collect data from 427 teachers at 15 secondary schools in Hong Kong. A structural equation model was applied to explore the factor structure of the latent variables and their relationships. The results showed that knowledge accessibility, application and sharing were identified as the predictive factors for teacher learning capacity and organizational learning capacity.
|Published - 2012
CitationCheng, E. C. K. (2012, October). Enhancing school learning capacity by conducting knowledge management. Paper presented at the 3rd World Conference on Learning, Teaching and Educational Leadership (WCLTA-2012), Maison N.-D. du Chant d’Oiseau, Belgium.
- School capacity
- Knowledge management