Abstract
In the knowledge economy era, teachers’ core competencies for knowledge management have an important impact on the development of school education. It is an important issue to explore how to evaluate core competencies of knowledge management for elementary schools’ teachers. This requires a thorough investigation to gain core competencies. Hence, the main purpose of this paper is to present a Matrix Analysis (MA) approach for evaluating core competencies of knowledge management and to describe the applications of the MA approach for elementary schools’ teachers. An empirical analysis is performed to demonstrate the computational process of the MA approach adopted by this paper. Study results show that eleven core competencies are identified. They are ‘finding problems,’ ‘flexibility,’ ‘interpersonal communication,’ ‘oral communication skills,’ ‘knowledge selection,’ ‘activities recording,’ ‘knowledge application on work planning,’ ‘research data application,’ ‘transforming knowledge into concrete actions,’ ‘interpreting results,’ and ‘judging knowledge value,’ respectively. It is suggested that more attentions should be paid to exploit these core competencies effectively and then develop the solutions, which should continuously strengthen the perspective of teachers in order to obtain the competitive advantages in the future.
Highlights
IntroductionIn the past two decades, due to the constant environmental changes inside and outside the organization, the traditional economic production elements (capital, land, plant, machinery and equipment) are inadequate for the environmental changes
In the past two decades, due to the constant environmental changes inside and outside the organization, the traditional economic production elements are inadequate for the environmental changes
Because besides the traditional administrative or teaching capabilities, it is an important subject for teachers to have plenty of core competencies for knowledge management in order to response to challenges in the knowledge economy era
Summary
In the past two decades, due to the constant environmental changes inside and outside the organization, the traditional economic production elements (capital, land, plant, machinery and equipment) are inadequate for the environmental changes. Since every industry treats the knowledge management as an important management activity, the knowledge-based economy is established. School education is a kind of service industry (Cheng, 2007); among which, the service providers (including the principal, teachers, administration employee and relevant technicians) and customers (including the students, students’ parents, social people and enterprise sponsors) are two major entities. We understand that teachers are the most important adult educators in a school organization. Hu et al (2006) as well as Hsiao and Hu (2007) considered that in the knowledge economy era, teachers’ core competencies for knowledge management have an important impact on the development of school education. Because besides the traditional administrative or teaching capabilities, it is an important subject for teachers to have plenty of core competencies for knowledge management in order to response to challenges in the knowledge economy era
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