Knowledge Management Practices and Teacher Performance in Public Secondary Schools in Murang’a County, Kenya
Loading...
Date
2025-04
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Human Resource & Leadership
Abstract
This study investigates the knowledge management practice effects on the teacher’sperformance in public secondary schools in Murang’aCounty, Kenya. The specific objectives include determining the effect of acquisition of knowledgeand conversion of knowledgeon teacher performance. The study adopteda descriptive research design informed by the knowledge-based view theory. A proportionate stratified random sampling design was used to select a sample size of 368 respondents from 4692 teachers in 309 public secondary schools in Murang’a County. Primarydata was collected using a semi-structured questionnaire and analyzed using descriptiveand inferential statistics. The findings show that knowledge acquisition and knowledge conversion have a positive and significant effect on teacher performance. The study concludes that implementing knowledge management practices is critical for enhancing teacher performance in public secondary schools.The study recommended that public secondary school stakeholders formulate strategies to improve the extent of knowledge management practices, such as knowledge acquisitionand knowledge conversion. The study also recommended that teachers in secondary schools should be sensitized tothe need to adopt knowledge management practices.
Description
Article