Knowledge Management Practices and Teacher Performance in Public Secondary Schools in Murang’a County, Kenya

Abstract

This study investigates the knowledge management practice effects on the teacher’s performance in public secondary schools in Murang’a County, Kenya. The specific objectives include determining the effect of acquisition of knowledge and conversion of knowledge on teacher performance. The study adopted a descriptive research design informed by the knowledge-based view theory. A proportionate stratified random sampling design was used to select a sample size of 368 respondents from 4692 teachers in 309 public secondary schools in Murang’a County. Primary data was collected using a semi-structured questionnaire and analyzed using descriptive and inferential statistics. The findings show that knowledge acquisition and knowledge conversion have a positive and significant effect on teacher performance. The study concludes that implementing knowledge management practices is critical for enhancing teacher performance in public secondary schools. The study recommended that public secondary school stakeholders formulate strategies to improve the extent of knowledge management practices, such as knowledge acquisition and knowledge conversion. The study also recommended that teachers in secondary schools should be sensitized to the need to adopt knowledge management practices.