促進學校學習能力的知識策略（下）

"Knowledge strategies for enhancing school learning capacity," by Eric Cheng, 2012,International Journal of Educational Management, 26(6), 577-592, © Emerald Group Publishing Limited.

目的：本文的目的是要確認應用於受資助之香港中學的知識策略，並且探索在知識策略與學校學習能力之間的可預測關係。設計／方法／進路：橫斷面之量化考察使用於自15所受資助之香港中學的427位老師蒐集而來的資料，探索性因素分析與結構方程模式被用於探索潛在變項的因素結構及其之間的關係。研究成果：結果顯示，學校使用人與人之間的知識交互分享做為它們主要的知識策略，知識的取得、使用以及分享被確認為個體學習能力與組織學習能力的可預測因素。實踐意涵：學校行政人員可以考慮在學校組織中之培育社群的知識策略，以發展教師教學能力，並為學校之持續性發展增強其學習能力。原創性／價值：本文在學校的脈絡中連結了知識管理與組織學習的研究，並且探索可以有效地應用於教育組織當中的知識策略。

Purpose – The purpose of this paper is to identify the knowledge strategies applied in aided secondary schools in Hong Kong and to explore the predictive relationship between knowledge strategies and school learning capacity.
Design/methodology/approach – A cross-sectional quantitative survey was designed to collect data from 427 teachers at 15 aided secondary schools in Hong Kong. Exploratory factor analysis and a structural equation model were applied to explore the factor structure of the latent variables and their relationships.
Findings – The results showed that the schools use interpersonal interactive knowledge sharing as their major knowledge strategy. Knowledge retrieval, utilisation and sharing were identified as the predictive factors for individual learning capacity and organisation learning capacity.
Practical implications – School administrators could consider the knowledge strategy of cultivating a community of practices in school organisation to develop teacher teaching competency and to enhance school learning capacity for sustainable development.
Originality/value – The paper connects research on knowledge management and organisational learning in a school context and explores a knowledge strategy that could be applied effectively in education organisation.