Date of Award
2024
Degree Type
Dissertation
Degree Name
Master of Education (MEd)
First Advisor
Dr Dilshad Ashraf
Department
Institute for Educational Development, Karachi
Abstract
This exploratory qualitative study aimed to investigate the Knowledge Management practice at schools, such as creating, sharing, and using the professional knowledge and contextual experiences of teachers around their daily practices of teaching and learning. The data was collected through semi-structured interviews and document analysis from the headteacher, teachers, and academic coordinators of two schools: one Government School (GS), and one Private School (PS) in Yasin Valley of GB, Pakistan.
The findings of the study showed that teachers viewed shared knowledge as valuable for problem-solving, validating, and updating their professional knowledge and classroom practices through collaborative reflections. They shared their professional knowledge and contextual experiences in both formal and informal ways, such as in PDs, reflective meetings, refresher training, informal peer observations, mentoring and feedback, and informal discussions in the staffroom. However, the GS offered fewer formal platforms for knowledge sharing as compared to the PS teachers. The findings also suggested that schools leveraged teachers' professional knowledge and contextual experiences for school-level strategic planning so that teachers identify need-improvement areas and develop school improvement plans through collective reflections on schools' current status. Moreover, the findings revealed that the role of HT as an instructional leader is crucial for fostering a better knowledge-sharing culture for teachers at schools. The overall, findings suggested that there is a need to provide awareness to teachers and school leadership about KM practices to enable them to apply KM practices more systematically and with an understanding of the purpose and effectiveness. This study opens ways to conduct more research studies to investigate this phenomenon in the context of schools to make schools as knowledge-creating organizations and the teaching profession more critical and reflective rather than just imparting knowledge monotonously.
First Page
1
Last Page
101
Recommended Citation
Shah, A. A.
(2024). Knowledge management practices in government and private schools of Yasin, Gilgit Baltistan: An exploratory qualitative study. , 1-101.
Available at:
https://ecommons.aku.edu/etd_pk_ied_med/717