dc.contributor.advisor |
Langdon, F |
en |
dc.contributor.advisor |
Michailova, S |
en |
dc.contributor.author |
George, Richard |
en |
dc.date.accessioned |
2015-11-22T20:27:47Z |
en |
dc.date.issued |
2015 |
en |
dc.identifier.citation |
2015 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/27534 |
en |
dc.description |
Full text is available to authenticated members of The University of Auckland only. |
en |
dc.description.abstract |
This research examined principals’ beliefs related to knowledge sharing in schools. In addition, the study investigated the practices put in place to achieve knowledge sharing outcomes. While few studies have investigated knowledge sharing in schools, some suggest effective management of the sharing of knowledge will lead to improved learning for students (Drago-Severson, 2009; Hargreaves, 1999). The role of the principal in managing knowledge sharing is viewed as vital in establishing systems and leading the school as a knowledge sharing 21st century learning organisation (Sharimllah, Siong-Choy Chong, & Kuan-Yew Wong, 2013; Becerro-Fernandez & Stevenson, 2001). Yet no studies of knowledge sharing in primary schools were found. This investigation provides insight and a working theory of knowledge sharing and its role in schools to promote learning. This work, a collective case study, looked at how principals’ beliefs and values of knowledge sharing were enacted within their organisation. The beliefs of principals were explored through semi structured and focus group interviews and document analysis. Data were analysed thematically to identify common themes between participants, and also through a theoretical lens against descriptors developed from a synthesis of the literature. The study found that the principals who participated were demonstrating diverse practices related to knowledge sharing, with varying levels of success. Principals identified a lack of evaluative methods related to knowledge sharing, which made assessment or comparison of schools practices problematic. While descriptors created for this research offer clarity about what knowledge sharing practices look like at a basic, developing and integrated level, further study is needed to develop understanding of contextually specific descriptors specific to individual school contexts. Additional studies could explore knowledge sharing in a wider New Zealand context, to provide a generalisable perspective. |
en |
dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.ispartof |
Masters Thesis - University of Auckland |
en |
dc.relation.isreferencedby |
UoA99264819213402091 |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights |
Restricted Item. Available to authenticated members of The University of Auckland. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-nd/3.0/nz/ |
en |
dc.title |
Knowledge sharing in schools: Principal beliefs and practices |
en |
dc.type |
Thesis |
en |
thesis.degree.discipline |
Educational leadership |
en |
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Masters |
en |
dc.rights.holder |
Copyright: The Author |
en |
pubs.elements-id |
505917 |
en |
pubs.record-created-at-source-date |
2015-11-23 |
en |
dc.identifier.wikidata |
Q112908952 |
|