KNOWLEDGE MANAGEMENT OF TEACHERS IN

SCIENCE AND TECHNOLOGY

A Dissertation Presented
to the Faculty of the Graduate School
Medina College, Ozamiz City

In Partial Fulfillment
of the Requirements for the
Degree Doctor of Education

DIOSCORO MIRAFUENTES
 APPROVAL SHEET

This thesis entitled “” written and submitted by _____ in partial

fulfillment of the requirements for the degree Master of Arts in Elementary
Education has been examined and is recommended for acceptance and approval
for Oral Examination.

HEIDI M. PANIQUE, Ed. D.

Adviser

PANEL OF EXAMINERS

Approved by the committee on Oral Examination with a grade of

_______.

EDGAR S. BALBUENA, Ed. D.

Chairman

ERLINDA N. MAGALLANES, Ed. D. GERUNDIA C. PEÑAS, Ed. D.

Member Member

ELOISA W. PADERANGA, Ph. D.

CHED Representative

Accepted and Approved in partial fulfillment of the requirements for the

degree Master of Arts in Elementary Education.

HEIDI M. PANIQUE, Ed. D.

Dean – Graduate School

ii
 ABSTRACT

TITLE :

1. Text no. of pages: No. page numbering:

Total no. of pages:

2. Author :

3. Type of Document : Dissertation

4. Type of Publication : Unpublished

5. Host Institution : Medina College,

Ozamiz City

6. Sponsor : n/a

7. Keywords :

8. Abstract

8.1 Summary

The study aimed to look into some selected variables affecting

knowledge management in Science and Technology instruction among Science

teachers in the National High Schools of the 1 st congressional district in the

province of Zamboanga del Norte, school year 2007-2008.

Specifically, it sought answers to the following questions:

1. How do the respondents perceive the selected variables along:

a. Structure;

b. Culture;

c. Process;

d. Practices;

iii
 e. Strategies;

f. Communication;

g. Innovation; and

h. technology?

2. Is there a significant difference between the teachers and student

respondent’s perception on the selected variables of culture, process,

practices, structure, strategies, communication, innovation and

technology?

3. How do the teachers and students are knowledge management in terms

of:

a. tacit knowledge; and

b. explicit knowledge?

4. Is there a significant difference between the teachers and students’

ratings on the knowledge management in terms of tacit and explicit

knowledge?

5. Is there a significant between the perceived levels of existence of the

Knowledge Management dimension to the level of utilization of

Knowledge Management in terms of tacit and explicit knowledge?

6. What strategic measures can be formulated in order to improve the

knowledge management in Science and Technology instruction?

This study attempted to set the following null hypotheses:

HO1: There is no significant difference between the students and teacher

respondents perceptions on the selected variables of culture, process,

iv
 practice, structure, strategies, communication, innovation and

technology.

HO2: There is no significant difference between the teacher’s and student’s

rating on the knowledge management in terms of: tacit knowledge and

explicit knowledge.

HO3: There is no significant relationship between the selected variables and

the level of utilization of knowledge management in terms of tacit and

explicit knowledge.

The descriptive survey method was used, with the aid of a research-

made questionnaire checklist in gathering the needed data. There were 194

teachers and 312 students who were included in the study. The main statistical

tools used were frequency count, mean computations, chi-square test of

difference and Pearson r Product Moment Coefficient of Correlation.

Findings

The gathered data revealed that:

1. The variables such as structure, culture, process, strategies,

communication and innovation were revealed by the students and

teachers as much evident. On the other hand, practices were

perceive by the teachers to be very much evident while the students

rated it as much evident. Technology was also rated by the teachers

as evident while the students rated it as much evident.

2. As to the extent of utilization of the variables, structure, culture,

process, practices, strategies, communication and innovation were

v
 generally found by both respondents as well-utilized. On the other

hand, teachers found technology as just utilized while the students

rated it as well-utilized.

3. There is no significant difference between the students’ and

teachers’ perceptions of the different factors affecting knowledge

management among Science and Technology.

4. Tacit and Explicit Knowledge were revealed by both groups of

respondents as well-managed.

5. There was no significant difference between the ratings of the

teachers and on tacit and explicit knowledge.

6. There was a significant relationship between the identified factors

and the management of tacit and explicit knowledge among

teachers.

Conclusions

Based on the findings of the study, the following conclusions are

drawn:

1. The teachers know how to utilize the different factors associated

with knowledge management of the teachers.

2. The teachers and students’ perception have the same identified

factors associated with knowledge management.

3. There is a clear manifestation of tacit and explicit knowledge

management among teachers.

vi
 4. The ratings of the teachers and students on tacit and explicit

knowledge management among teachers do not differ.

5. Knowledge management among teachers in Science and Technology

teachers are affected by the identified factors.

Recommendations

Based on the findings and conclusions of the study, the following

recommendations are hereby offered:

1. Teachers attend technologically advance institutes, making

instruction more advance in the same sense summer classes

using multi-media instruction so that they may be able to

apply it in classroom discussion.

2. Teachers continue to manifest a well balanced tacit and

explicit knowledge management so that there could be better

utilization of students’ abilities, skills and knowledge be

achieved during their stay in high school and that they may be

able to bring something when they enter college.

3. A research study on knowledge management be made among

teachers using different indicators so that the very idea of

knowledge management could clearly be understood by

persons concerned especially those who are in the field of

management.

vii
 ACKNOWLEDGMENT

The author wishes to express her deepest and sincerest thanks and

gratitude to Dr. Heidi M. Panique, adviser, for her untiring guidance and

support in the conduct of this study and for her valuable suggestions in putting

this manuscript into shape;

Dr. _____________________, CHED, Regional Director, Region IX,

for her approval of this manuscript;

Dr. Edgar S. Balbuena, president of Jose Rizal Memorial State

College, for the inspiration that this research could be finished;

To all member of the examination committee, for their help in putting

this manuscript comes into its final form;

To all Science and Technology secondary teachers and students, for

answering the researcher’s questionnaires;

To some friends who helped, her in one way or another, for the success

of this study;

Finally, special thanks and appreciation, moral and financial support;

and my two daughters, Cora and Teresea, parents and brothers who inspired the

author to conduct this study.

COR

viii
 TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGMENT viii

DEDICATION ix

TABLE OF CONTENTS x

LIST OF TABLES xii

LIST OF FIGURE xiii

Chapter 1 THE PROBLEM AND ITS SCOPE 1

Introduction 1

Statement of the Problem 7

Hypotheses 8

Significance of the Study 8

Scope and Limitation 9

Definition of Terms 9

Chapter 2 REVIEW OF RELATED LITERATURE

AND STUDIES 11

Related Literature 11

Chapter 3 METHODOLOGY 20

Method Used 20

ix
 Research Environment 20

Research Respondents 21

Research Instrument 22

Scoring Procedure 22

Data-Gathering Procedure 23

Statistical Treatment 24

Chapter 4 PRESENTATION, ANALYSIS, AND

INTERPRETATION OF DATA 26

Chapter 5 SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS 49

Summary 49

Findings 51

Conclusions 52

Recommendations 52

BIBLIOGRAPHY 54

QUESTIONNAIRE 56

CURRICULUM VITAE 69

x
 LIST OF TABLES

Table Page

1 Respondents’ Perceptions on Managerial Functions (Planning) 27

2 Respondents’ Perceptions on Administrative Function

(Organizing) 29

3 Respondents’ Perceptions on the Administrative Practices

(Staffing) 32

4 Respondents’ Perceptions on the Administrative Practices

(Directing) 33

5 Respondents’ Perceptions on the Administrative Practices

(Controlling) 35

6 Teachers’ and Administrators’ perception on the Management

Practices of School Administrators 40

7 Test of Difference in the Perceptions Between the

Administrators and Teachers on the Administrative
Functions of Administrators 42

8 Test of Difference on the Perceptions of the

Administrators and Teachers on Managerial Practices 43

9 Level of Administrators’ Performance 44

10 Relationship Between Managerial Functions and

Practices and Performance of Administrators 45

11 Problem Met by the Administrators in the Management

of the School 48

xi
 LIST OF FIGURE

Figure Page

1 Schema of the Study 6

xii