Abstract
This study was intended to search the vital factors and indicators of personal knowledge management and the effectiveness of teacher learning management for primary school teachers in Lao PDR. A survey research design was employed to 600 teachers with the purpose of testing the goodness-of-fit of the identified vital factors and indicators with the empirical data. The results revealed that an entire of 30 indicators were recognized from 10 vital factors. The structural relationship model of personal knowledge management to enhance the effectiveness of teacher learning management indicators was found to be in parallel to the empirical data, with χ2 =382.319, df=342, χ 2/df=1.117, CFI=0.997, TLI=0.996, RMSEA=0.030, and SRMR=0.030. The results contribute significantly to knowledge with orientation to recommending a measurement model which can be referred by primary school teachers in Lao PDR in particular on how to utilize personal knowledge management skills to enhance their learning management capabilities.
Highlights
Personal knowledge management is started by the individuals (Ismail & Ahmad, 2011) because knowledge creation begins with individuals (Dalkir, 2011)
A large sample size is generally useful the chi-square (χ2) is accepted as a standard statistic to estimate the general fit of the measurement model with the empirical data (Jöreskog & Sörbom, 1993)
Researchers could obtain estimates of the parameters of the personal knowledge management (PKM) to enhance the effectiveness of the teacher learning management (TLM) model
Summary
Personal knowledge management is started by the individuals (Ismail & Ahmad, 2011) because knowledge creation begins with individuals (Dalkir, 2011). Ha (2017) considered PKM as a conceptual framework to establish and integrate information that students feel is important so that it develops part of their personal knowledge base. PKM stipulates an approach for transforming what might be random pieces of information into something that can be systematically applied and that develops students’ personal knowledge (Grundspenkis, 2007). In this line of reasoning, Garner (2010) suggested that students need to organize their learning materials in a functional manner, in effect managing their personal knowledge because of the vast amounts of information that students have to collect while learning
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