The Effect of Knowledge Creation on the Performance of the Teachers Service Commission in Nairobi County, Kenya

Purpose of study: This study examined the effect of knowledge creation on the performance of the Teachers Service Commission (TSC) in Nairobi County, Kenya. Specifically, it assessed the extent of knowledge creation practices and determined whether knowledge creation significantly influences organizational performance, guided by the Knowledge-Based View, which emphasizes knowledge as a strategic organizational resource. Methodology: The study adopted a descriptive research design and used a census of 120 TSC staff from five departments. Data were collected through structured questionnaires, interviews, and document review. A total of 108 usable questionnaires were returned, representing a 90.0% response rate. Data were analyzed using SPSS version 28. Findings: The findings showed that knowledge creation practices were generally present at TSC, with an overall mean of 3.76, while organizational performance recorded an overall mean of 3.71. Knowledge creation had a moderate positive and statistically significant relationship with organizational performance (r = 0.512, p < 0.001). Regression analysis showed that knowledge creation explained 26.2% of the variance in organizational performance (R² = 0.262). The regression model was statistically significant (F = 37.628, p < 0.001). Knowledge creation also had a positive significant regression coefficient (β = 0.512, p < 0.001), indicating that increased knowledge creation was associated with improved organizational performance. Conclusion: The study concludes that knowledge creation significantly contributes to organizational performance at TSC. Strengthening staff idea generation, innovation platforms, collaboration, and management support for experimentation can enhance institutional outcomes. However, knowledge creation explains only part of performance variation, indicating that other organizational and institutional factors also influence TSC performance.