Knowledge strategies for enhancing school learning capacity

Abstract

Purpose The purpose of this paper is to identify the knowledge strategies applied in aided secondary schools in Hong Kong and to explore the predictive relationship between knowledge strategies and school learning capacity. Design/methodology/approach A cross‐sectional quantitative survey was designed to collect data from 427 teachers at 15 aided secondary schools in Hong Kong. Exploratory factor analysis and a structural equation model were applied to explore the factor structure of the latent variables and their relationships. Findings The results showed that the schools use interpersonal interactive knowledge sharing as their major knowledge strategy. Knowledge retrieval, utilisation and sharing were identified as the predictive factors for individual learning capacity and organisation learning capacity. Practical implications School administrators could consider the knowledge strategy of cultivating a community of practices in school organisation to develop teacher teaching competency and to enhance school learning capacity for sustainable development. Originality/value The paper connects research on knowledge management and organisational learning in a school context and explores a knowledge strategy that could be applied effectively in education organisation.

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