| Summary: | 碩士 === 國立臺南大學 === 教管所學校行政組(碩士班) === 93 === The purpose of this study was to discuss the actual condition of teachers’ personal knowledge management and professional performance, and to analyze the relationship between teachers’ personal knowledge management and professional performance, for the purpose of the providing references to elementary schools, teachers and further study.
The literature exam and questionnaire survey were utilized to acquired needed data. Firstly, literature exam encompasses research finding from both domestic and abroad, theories and practices regarding teachers’ personal knowledge management and professional performance. Secondly, questionnaire developed by the author, were administered to 864 school representatives, randomly selected from 112 elementary schools in Kaohsiung County, Kaohsiung City, Tainan County, and Tainan City. The data were analyzed and presented as descriptive statistics, t-test, one-way ANOVA, Scheffe′ method, Pearson product-moment correlation and stepwise multiple regressions.
Finding from the analyses are summarized as follows:
1.The current status of fulfilling elementary school teachers’ personal knowledge management and professional performance is above the average.
2.Teachers who are males, master graduates, with administrative duties, and working in cities and remote areas have the most fulfilling overall teachers’ personal knowledge management.
3.Teachers who are males, master graduates, older than 50, with over 21 years working experience, with administrative duties, and working in remote areas have the most fulfilling the overall professional performance.
4.Elementary school teachers who realize their personal knowledge management and professional performance are positively correlated have better knowledge management. And thus, their professional performance will be improved accordingly.
5.Working experience and current position in teachers’ personal background and knowledge acquisition, knowledge store, knowledge sharing, knowledge application, and knowledge creation in teachers’ personal knowledge management have the best prediction of their overall professional performance.
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