A cross-case study of knowledge leadership for creation and transfer of small class teaching in two local primary schools : using the seci model as an analytical lens /

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Student Theses

2023

Tang, Yiu Nam

Hong Kong : The Education University of Hong Kong

Thesis

Schools in HK are facing the need to deliver quality education and demonstrate accountability, which has resulted in performance pressure on schools. The effective implementation of SCT is crucial for enhancing the quality of education in schools. However, implementing SCT presents challenges in teacher learning and pedagogical design due to limited time and resources. Therefore, the adoption of KM is crucial in addressing these challenges.Applying purposive sampling, this study selects two aided primary schools, namely X School and Y School, as the cases for investigation due to their differing levels of instructional capacity and attractiveness in parental choice. It is noteworthy that Y School has been more successful than X School in this regard. Documentary review, lesson observation, and in-depth interviews with principals, vice-principals, PSMCD, middle managers, teaching mentors, and novice teachers are utilized for data collection from X School and Y School. A mixed approach of deductive coding and inducive coding is used to analyse the documentary, lesson observation, and interview data collected.The study is guided by the SECI KM model of knowledge creation and transfer, which functions as an analytical lens for the development and execution of Collaborative Lesson Preparation activities in X School and SCT Learning Circles activities in Y School, respectively. These activities serve as crucial KM tools and strategies for SCT knowledge creation and transfer within their respective schools.Its goal is to establish a connection between three-tiered knowledge leadership practices, KM, and SCT implementation in primary schools. This study utilizes cross-case studies with rich empirical data to develop a testable theory regarding knowledge leadership in HK primary schools.The study concludes that the strategies of codification and personalization within KM can assist schools in addressing the identified problem and promoting effective SCT implementation. KM not only enhances teachers’ SCT competency but also improves the administrative structure and pedagogical policies of the school. Moreover, it helps prevent the loss of SCT knowledge by capturing and retaining the knowledge of experienced teachers and strengthening the SCT knowledge of novice teachers. The research further identifies how teachers, middle managers, and principals enhance leadership practices and organizational factors that facilitate SCT implementation.Three-tiered knowledge leaders in schools play a crucial role in promoting SECI process of SCT knowledge creation. The organizational factors that support KM and SECI processes for effective SCT implementation include knowledge leaders as role models, alignment with the school’s vision and mission, high collegial trust, a culture of knowledge sharing and collaboration, supportive infrastructure, professional development opportunities for teachers, and partner’s support. Employing three-tiered leadership practices and organizational factors can institutionalize the SECI model in schools for SCT knowledge creation, enabling effective SCT implementation.The study reveals that the three-tiered knowledge leadership, aligned with the three levels of PDCA cycles in the Learning Circle, can collaborate with SCT knowledge assets and Ba to serve as the major driving force for the SECI knowledge creation process. This collective effort fosters the conversion and creation of both tacit and explicit knowledge within the SCT framework

LG51.H43 Dr 2023eb Tangyn

https://educoll.lib.eduhk.hk/records/dmgDhe88