KNOWLEDGE MANAGEMENT AS CORRELATES OF TEACHERS’ JOB EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN IKOM EDUCATION ZONE, CROSS RIVER STATE, NIGERIA.

Abstract

Knowledge is a vital asset for every organization including educational institutions. This study examined knowledge management as correlates of teachers’ job effectiveness in public secondary schools in Ikom Education Zone, Cross River State, Nigeria. This study explored the relationship between knowledge creation and sharing on teachers' job effectiveness. The primary goal was to determine how knowledge management practices enhance productive learning environment and enhance teaching effectiveness. Guided by two research hypotheses, the study used a descriptive survey design with a sample of 345 teachers drawn from a population of 1,377 across 112 public secondary schools. A stratified sampling technique was employed to ensure representation from each local government area within the education zone. Data were collected via a researcher-designed questionnaire titled “Knowledge Management and Teachers’ Job Effectiveness Questionnaire (KMTJEQ),” structured on a four-point Likert scale and validated by experts with a reliability coefficient of 0.81 (Cronbach alpha). The hypotheses were tested using Pearson Product Moment Correlation and Multiple Linear Regression Analysis with SPSS version 26. The results revealed a significant positive relationship between knowledge creation, knowledge sharing, and teachers' job effectiveness, suggesting that, effective knowledge management can improve teaching outcomes. The study concluded that, knowledge management correlates strongly with teacher effectiveness, underscoring the need for structured knowledge-sharing practices. It recommended that school management in public secondary schools conduct training sessions to foster teachers' knowledge creation and sharing, ultimately enhancing their teaching efficacy and the overall quality of education in the zone