Knowledge management practices and teacher performance in public secondary schools in Murang’a County, Kenya
| dc.contributor.author | Gakuru, Rosemary Nduta | |
| dc.date.accessioned | 2025-04-01T07:18:02Z | |
| dc.date.available | 2025-04-01T07:18:02Z | |
| dc.date.issued | 2025-08 | |
| dc.description | A thesis submitted to the school of business in partial fulfilment of the requirements for the award of the degree of doctor of philosophy in business administration (human resource management option) of Kenyatta University, August 2024 Supervisors: Dr.Jedidah Muli Dr. Rosemarie Wanyoike | |
| dc.description.abstract | Knowledge management practices enable teachers to acquire, convert and apply skills that enhance their performance. However, empirical research shows that public secondary schools experience high rate of knowledge loss due to poor knowledge management practices. This knowledge loss is through teacher turnover which leads to low performance where the pre-set targets are not achieved. The following specific goals serve as the foundation for this study: to ascertain the impact of knowledge acquisition on teacher performance in public secondary schools located in Murang'a County, Kenya; to ascertain the impact of knowledge conversion on teacher performance in public secondary schools located in Murang'a County, Kenya; to ascertain the impact of knowledge application on teacher performance in public secondary schools located in Murang'a County, Kenya; to ascertain the mediating role of human capital development on the relationship between knowledge management practices and teacher performance in public secondary schools located in Murang'a County, Kenya; and to ascertain the moderating role of school culture on the relationship between knowledge management practices and teacher performance in public secondary schools located in Murang'a County, Kenya. The study was informed by knowledge-based view theory supported by institution theory and human capital theory. The study was inclined to positivism research philosophy. A descriptive research design was used in the study. The target population consisted of 4692 teachers from 309 public secondary schools in Murang'a County, Kenya. A sample size of 368 respondents was obtained using a proportionate stratified random sampling design. A semi-structured questionnaire was used to collect primary data. Data was collected in both quantitative and qualitative forms, and data was analyzed using both descriptive and inferential statistics. The study found that knowledge management practices had a positive and significant effect on teacher performance in public secondary schools in Murang'a County, Kenya. The findings also revealed that human capital development mediated the relationship between KMP and teacher performance in part. In addition, school culture significantly moderated the relationship between KMP and teacher performance. The study concluded that KMP are critical in enhancing teacher performance in public secondary schools. The study recommended that stakeholders in public schools which include school management, TSC and ministry of education should adopt strategies to improve the extent of knowledge management practices like acquisition of knowledge, knowledge conversion and application of knowledge among public secondary schools in Kenya. | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/29880 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Knowledge management practices and teacher performance in public secondary schools in Murang’a County, Kenya | |
| dc.type | Thesis |