Knowledge Management affecting Academic Administration Effectiveness in Schools under Secondary Education Service Area Office 8

Abstract

The purpose of this research were to study: 1) the level of knowledge management of academic administration in schools under Secondary Education Service Area Office 8; 2) the academic administration effectiveness of the following; and 3) the knowledge management affecting academic administration effectiveness in school under the Secondary Education Service Area Office 8. The total of 341 samples were compiled using stratified random sampling method, of which 55 informants were school administrators and 286 were teachers from Secondary Education Service Area Office 8. The samples were selected using Krejicie & Morgan’s technique with a reliability level of 95 percent. The research used 5-rating scale pre-approved questionnaire with .962 reliability. Additionally, data analysis were mean, standard deviation (S.D.), and step-wise multiple regression analysis. The research results showed: 1. The overall of knowledge management in school were at a high level with the highest being knowledge identification, knowledge creation and acquisition and the same learning, followed by knowledge sharing, knowledge access, knowledge codification and refinement, and knowledge organization, respectively. 2. The overall academic administration effectiveness was also at a high level with the highest being local knowledge management and academic planning, school curriculum development, learning process development, quality assurance development, academic evaluation and results transferred, teaching methods, media and technology for educational purposes, quality of education improvement research, general counselling, textbooks selection, learning center development, and strong academic community establishment, respectively. 3. The following aspects: knowledge sharing, knowledge codification, knowledge refinement, knowledge Identification, and access to knowledge affect academic administration effectiveness in school at statistically significance level .01 and .05. Additionally, they mutually predict academic administration effectiveness at 60.5 percent.