Leadership in the Modern Academe: Knowledge Management and Curriculum Delivery in Multigenerational Professional Learning Communities

This study was conducted to look into the different perceptions and assessments of multigenerational professional learning communities as regards to knowledge management and curriculum delivery among their school leaders. The study follows a sequential explanatory mixed methods design. The study was done in two phases. In the first phase, a survey was conducted to gather quantitative data to assess the extent of knowledge management and the level of observance of curriculum delivery in multigenerational professional learning communities among their school leaders. A test of difference was then carried out to see if there is a difference between the perceptions multigenerational professional learning communities as regards to knowledge management and curriculum delivery. The result showed that there is no significant difference between the assessments of multigenerational professional learning communities. In the second phase, interviews were conducted to gather qualitative data and then themes were exposed. The qualitative results build on the initial quantitative results wherein the quantitative results inform the secondary qualitative results. The respondents of the study were the 14 Baby Boomer teachers, 61 generation Xs and 65 millennial teachers from the elementary schools in East 2. The co-researchers of the study were 2 teachers from each generations. In conclusion, this thesis has exposed that there is no difference in the assessment of multigenerational professional learning communities as regards to knowledge management and curriculum delivery among school leaders. Their perspectives also the same quantitatively and qualitatively. Meanwhile, the themes that emerged after gathering the data were: Principals’ Own Knowledge Management, Principals’ Personal Curriculum Delivery Initiatives, Generational Edge as to Experience, Technology, Discipline, Flexibility, Willingness to Learn and Exposure, and lastly, Positive Reaction to Principals’ Leadership. For the output of the study, a compendium of best practices for knowledge management and curriculum delivery was provided in the study for the school leaders to further enhance their capabilities in leading the modern academe in multigenerational professional learning communities.