A DEVELOPMENT OF KNOWLEDGE MANAGEMENT MODEL FOR SCHOOLS IN THE OFFICE OF SECONDARY EDUCATION SERVICE AREA 41

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สุธาสินี พรมแตง
ประเทือง ภูมิภัทราคม
พรเทพ รู้แผน

Abstract

applying mean and standard deviation. The second step was to create the type of
knowledge management by conducting a connoisseurship with 11 experts based on
content analysis. The third step was to test the type of knowledge management
with a school to explore satisfaction and achievement of the use of model and type
of informant. The total 50 respondents consisted of 3 administrators, 42 teachers,
and 5 educational personnel. Besides, the mean and the standard deviation were
also applied to data analysis.
The results were indicated below.
1. According to Secondary Educational Service Area Office 41, the overall
conditions of knowledge management model for schools under were at high level.
When considering each aspect, it found that knowledge acquisition was at the
highest level, followed by knowledge identification. However, the overall problems
of knowledge management of the schools were at low level. When considering
each aspect, it demonstrated that knowledge implementation was at the lowest
level. It could be said that the knowledge management of every school was at
high level while there were less problems. Therefore, the personnel of these
schools could be able to manage the knowledge.
2. Regarding to the knowledge management under Secondary
Educational Service Area Office 41, there were 5 elements as described below; 1)
Background and rationale, 2) Concept of model, 3) Objective of model, 4) Process
of model Moreover, the process of knowledge management included 3 stages as
follows. The first one was planning which applied 5 indicators and 4 practices.
The second one was the operation of knowledge management comprising of 6
elements – Knowledge identification with 5 indicators and 7 practices, knowledge
acquisition with 6 indicators and 8 practices, knowledge creation with 7 indicators
and 9 practices, knowledge exchange with 6 indicators and 9 practices, knowledge
storage with 4 indicators and 9 practices, as well as knowledge implementation
with 8 indicators and 10 practices, and 5) Expected results which contained the
third stage - monitoring/follow-up/evaluation with 4 indicators and 5 practices.  3. Most of the executives, teachers, and educational personnel of the
schools that applied the type of knowledge management under Secondary
Educational Service Area Office 41 were satisfied and able to successfully
implement the type of knowledge management at high level.

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Research Article

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