Knowledge strategies of school administrators and teachers

Purpose To examine the knowledge strategies of school administrators and teachers in schools to acquire and use information for decision making in various areas of school development. Design/methodology/approach Quantitative correlational research design using survey questionnaire as the main instrument for data collection. The respondents were from 40 schools, and involved random selection of 282 school administrators and 500 teachers. The research was conducted using a 23 item questionnaire. Findings Personal knowledge strategies of school administrators and teachers are highly correlated to the perception of positive knowledge management environments in their schools ( r = 0.57, p < 0.001); the quality of data kept within schools ( r = 0.63 p < 0.001); and the extent decision making in schools was information‐driven. Personal strategies also tend to influence the knowledge culture within schools. Personal strategies can maneuver the way people seek and tolerate new knowledge, and how ideas are valued and used. Higher levels of personal knowledge strategies will also likely result in a stronger belief in the quality process of decision making in schools. Research limitations/implications The knowledge strategies is not an exhaustive list. Practical implications School leaders need to cultivate competent knowledge strategies amongst their staff members to consolidate the knowledge culture in schools. Originality/value This paper identifies the need to actively create a school environment that enables teachers to actively and intensively utilize the information to create new knowledge and enhance the knowledge and information culture in their schools.