Enhancing school learning capacity by conducting knowledge management

Research output: Contribution to conferencePaper

Abstract

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.
Original languageEnglish
Publication statusPublished - 2012

Fingerprint

knowledge management
school
learning
learning organization
teacher
structural model
Hong Kong
secondary school

Citation

Cheng, 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.

Keywords

  • School capacity
  • Knowledge management