Leadership in the Modern Academe: Knowledge Management and Curriculum Delivery in Multigenerational Professional Learning Communities

Abstract

INTRODUCTION

Schools nowadays consist of different teachers from different generations who also have different perceptions and beliefs with one another and different working styles that reflect the generations they belong. This has prompted the researcher to identify the differences and relationship of the assessment of multigenerational professional learning communities as regards to knowledge management and curriculum delivery among their school leaders to come up with the best practices that can be used by the school heads.

METHODS

The researcher utilized the mixed method research with sequential explanatory as approach. She made use of purposeful random sampling of teachers from different generations such as Baby Boomers, Generation X and Millennials. Six teachers from different generations was selected for an in-depth interview. Afterwards, she extracted the similar responses of the multigenerational teachers, categorized them by themes and cluster.

RESULTS

The school leaders as assessed by multigenerational professional learning communities have a very strong, clear vision and set of values for their schools and established a clear sense of direction and purpose for the school through achieving the department's goals, mission and vision. They collaborate with one another as part of the team. Also, teachers from multigenerational professional learning communities have the same perceptions as to how they assess their school heads as regards knowledge management in terms of leadership, organization, technology and learning. Themes emerged were: (1) Principals' Own Knowledge Management Strategies, (2) Principals' Personal Curriculum Delivery Initiatives, (3) Principals' Capitalizing on Strengths Workforce, (4) Generational Edge as to Experience, Technology, Discipline, Flexibility, Willingness to Learn and Exposure, and lastly, (5) Positive Reaction to Principals' Leadership.

DISCUSSIONS

The perception of the co-researchers on the extent of knowledge management and curriculum delivery and their edge to other generations do not merely depend on what generations they belong. Mostly believe in the capabilities of their school heads when it comes to leading the organization and setting as an example. Those reactions are proofs that school leaders are doing their best in managing multigenerational professional learning communities. Broad yet related themes emerged from their experiences in assessing their school leaders. These are anchored on the co-researchers' testimonies and varied experiences.