Knowledge management in the context of educational management
Innovative strategies for educational management
DOI:
https://doi.org/10.47666/summa.7.2.10Keywords:
Knowledge management, educational management, educational innovationAbstract
This research initiative arises from the need to explore and describe the importance of knowledge management (KM) in the context of innovative educational management. The study is framed within the research line of educational management and contextualized in the thematic areas of KM in educational institutions. The theoretical contributions of authors such as Nonaka and Takeuchi (1995), Davenport and Prusak (1998), Fullan (2016), Marginson (2011), Fullan and Quinn (2016), Hargreaves and Fullan (2012), Senge (2006), Robinson (2011), and Schleicher (2018) were considered. The study is descriptive, field-based, with a non-experimental, cross-sectional, and bibliographic design, involving a population of 5 directors and 50 teachers, making a total population of 55 subjects. The data collection technique used was the survey, and the instrument was a questionnaire designed by the researcher with 10 items, adapted for directors and teachers. The data were analyzed using frequency distribution. The results indicated that, in many cases, the implementation of KM is not systematic, which negatively affects educational quality, innovation, and equity. It is concluded that there is a lack of adequate technological infrastructure and resistance to cultural change in some institutions, which limits the adoption of KM practices. It is recommended to promote investment in technology, inclusive policies, and create communities of practice to improve collaboration and continuous learning in educational institutions.
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