Amalan Pengurusan Pengetahuan dalam kalangan Guru-guru di Utara Semenanjung Malaysia

Abstract

Kajian ini bertujuan untuk mengkaji amalan pengurusan pengetahuan dalam kalangan para guru. Seramai 629 orang guru dari Perlis, Kedah, Pulau Pinang dan Perak dijadikan sampel untuk kajian ini. Secara lebih spesifik lagi, objektif kajian ini ialah untuk perbezaan dalam amalan pengurusan pengetahuan mengikut jantina dan pengalaman mengajar. Respon diperolehi daripada instrumen yang terdiri daripada 27 item yang mengukur lima dimensi pengurusan pengetahuan, iaitu pemerolehan pengetahuan, pendokumentasian pengetahuan, perkongsian pengetahuan, penciptaan pengetahuan dan pengaplikasian pengetahuan. Perbezaan amalan pengurusan pengetahuan dikenal pasti melalui ujian t sampel bebas dan ANOVA satu hala. Dapatan menunjukkan bahawa amalan pengurusan pengetahuan guru adalah pada tahap tinggi dengan guru menunjukkan kebolehan yang tinggi dalam amalan pendokumentasian pengetahuan, sebaliknya guru kurang berkebolehan dalam amalan pengaplikasian pengetahuan. Dapatan juga menunjukkan terdapat min skor yang berbeza secara signifikan di antara guru lelaki dan guru perempuan dari semua aspek kecuali pemerolehan pengetahuan. Hasil analisis juga menunjukkan terdapat perbezaan yang signifikan berdasarkan pengalaman guru dalam dimensi pemerolehan dan pengaplikasian pengetahuan. Berdasarkan dapatan kajian ini, dicadangkan bahawa sebarang bentuk aktiviti perkembangan profesional seperti LADAP yang dijalankan di sekolah perlu mengambil kira faktor jantina dan pengalaman mengajar guru agar pengetahuan yang ingin disampaikan dapat diterima secara optimum oleh para guru.

This study aims to examine knowledge management practices among teachers. A total of 629 teachers from Perlis, Kedah, Penang and Perak were sampled for this study. Specifically, the objective of this study is to observe the differences in knowledge management practices by gender and teaching experience. The response was collected using an instrument comprising of 27 items that measure the five dimensions of knowledge management, namely knowledge acquisition, knowledge documentation, knowledge sharing, knowledge creation and application of knowledge. The difference in knowledge management practices were identified through independent sample t test and one-way ANOVA. The findings show that the knowledge management practices of the teachers are high in which teachers demonstrated with high capability in the practice of knowledge documentation, however it is observed that teachers were lacking in the ability to apply the knowledge. The findings also show that there are significantly different mean scores between male and female teachers in all aspects except for knowledge acquisition. The results of the analysis also showed that there were significant differences based on teacher experience in acquisition and application of knowledge. Based on the findings of this study, it is proposed that any form of professional development activities such as LADAP conducted in schools should consider the gender and the teacher teaching experiences so that the knowledge can be delivered optimally and accepted by teachers.