| Summary: | 碩士 === 國立新竹師範學院 === 學校行政碩士班 === 90 === ABSTRACT
The purpose of the study was to（1）analyze the current situation of knowledge management of primary school,（2）compare the differences of schools’ and teachers’ knowledge management and school effectiveness, given the consideration of their background variables （3）explore the relationship between school knowledge management and effectiveness, and（4）propose several suggestions to improve knowledge management situations in schools.
In addition to the documents analyzed, this study adopts questionnaires and interviews as data collecting instruments. The questionnaire surveyed 935 subjects including public primary schools'''' principals, deans and teachers in Tao- Yuan, Shin-chu and Milo-Li city. Collect 703 samples that give a collection rte of 75.19%. Out of 703 samples, 666 are applicable which give an applicability rate of 71.23%. The major instrument of 「the Relationship between the Knowledge Management and School effectiveness in Primary Schools Questionnaire」was designed to collect data. Descriptive statistics, One-Way ANOVA and multiple regression analysis were used to analyze the data. Moreover, three principals living in Tao-Yuan，Shin-chu and Milo-Li city were chosen for interview. Their suggestions will further compare with questionnaire.
The conclusions of this study are synthesized as follows:
1. Most primary schools have gradually implemented the knowledge management processes, there is still a need to improve their practice.
2. The primary schools should place maintainers in the knowledge management processes, and most people think that Dean''''s office should be in charge of the work. But the work of knowledge management intelligence should be strengthened.
3. Most primary schools lack techniques and equipments to implement the work of knowledge management. The highest requirement is information integrative system.
4. The attitude of public primary school educators towards knowledge management is acceptable. However, the situations of knowledge transformation, knowledge spreading, and knowledge repositories still need most educator’s efforts to improve.
5. The main difficulty lies in the knowledge management process in primary schools is the incorrect perception held by school teachers. The teachers’ perception of knowledge management is significantly lower than that of principals.
6. The overall effectiveness of primary schools is good, but the satisfaction degree of “environment planning and equipments allocation” is lower. The whole educators should work harder to achieve this goal.
7. The correlation between school knowledge management attitude and efficiency is significantly high and positive, which implies that the school knowledge management is constructive in terms of promoting school effectiveness.
8. The school knowledge management has a strong predictive power on school effectiveness. The indicator of “knowledge innovation” has the strongest predictive power on overall school effectiveness and its sub areas as well.
According to the analyses and results of the research, the researcher proposes the following suggestions for the educational administrative authorities and primary schools:
1. Suggestions for educational administrative authorities:
a. Educational authorities should establish the indicators of knowledge management to help school members pursue aims of knowledge management.
b. Educational authorities should estimate the efficiencies of implementing knowledge management to offer the knowledge development model.
c. Educational authorities should provide financial support to schools to facilitate school knowledge management.
d. Educational authorities should finance activities of knowledge management to improve educators’ understanding on knowledge management
e. Educational authorities should devote themselves to the study of knowledge management so as to offer an example of knowledge management transformation.
2. Suggestions for primary schools:
a. Primary schools should make knowledge management work become more enthusiastic and practicable.
b. Primary schools should let teachers know the advantages of knowledge management, and encourage them to use knowledge management.
c. Primary schools should build a cooperative and shared atmosphere, compose knowledge, and create organization culture for the school knowledge management.
d. Primary schools should integrate the community professionals with school members, so as to strengthen the energy of knowledge management.
e. Primary schools teachers should strengthen in-service program of knowledge management, and cultivate the skills of knowledge management as well.
f. Primary schools teachers should use information and technology well to promote the effectiveness of knowledge management.
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