Knowledge Management Practices of Public Secondary English Teachers in The Division of Batangas Province

Abstract

INTRODUCTION

Even at the presence of modern means to organize information, English teachers find it hard to come up with a system of organizing data. This inability to keep structured data may lead to loss of information and knowledge. It is deemed necessary by the researcher to assess the level to which English teachers understand the benefits of identifying, organizing, and sharing information and data through a management system. This study determined Knowledge Management (KM) techniques of English teachers in the Division of Batangas Province.

METHODS

The descriptive method of research was adapted with the questionnaire, interview, and FGD as data gathering instruments. The respondents were 238 English teachers.

RESULTS

It was highly evident that majority of the respondents did not attend trainings of various nature. There was inadequate exposure to seminars and relevant reading materials. They also did not pursue any research endeavor. The capacities of English teachers relative to discovery and detection, organization, and assessment were to a moderate extent only. KM practices were evident in leadership and support, technology and infrastructure, creation and acquisition, dissemination, transfer, and sharing, application and exploitation, and people competency.

There were significant differences in English teachers' capacity and knowledge discovery and detection, knowledge organization, and knowledge assessment when they were grouped according to sex, educational attainment, length of service, designation or position, active participation in trainings or seminars, membership to professional organization, exposure to reading materials and research outputs.

DISCUSSIONS

The research showed a need for a knowledge management program for public secondary English teachers. With this, English teachers and school administration should have a goal oriented action in attaining proficiency through integrative and collaborative activities from a knowledge management program. Also, English teachers and school administration should inclusively create equal opportunities for everyone to tap their knowledge bases and sources. KM Activities may be tried out to test the usefulness of its implementation and similar researches in other learning areas may be done to further validate and strengthen the findings of this study.