| Summary: | 博士 === 國立臺北教育大學 === 教育政策與管理研究所 === 98 === The Construction of School Knowledge Management Value Chain Model and Evaluation Indicator System
Chuan-Hao Hsu
Abstract
This study was aimed to construct chain value model of knowledge management development, and its evaluation indicator and weight system for Public Elementary Schools in Taiwan. Employing Documentary Analysis, Focus Group, Delphi Technique, and Questionnaire Survey were collected. In addition, the relative weight on the importance of the indicators was decided by using Analytic Hierarchy Process (AHP). The main findings of the research were listed as follows:
First, the evaluation indicator of knowledge management value chain model received 78.6% approvals from educators, and the validity and reliability were supported.
Second, the input aspect of knowledge management value chain model includes five dimensions, “the objective of perspective plan,” “teaching environment resources,” “quality of teachers’ ability,” “system of information platform,” and “foundation of systematic structure.” Twenty-one evaluation indicators were applied.
Third, the transformational process of knowledge management value chain model includes six dimensions, “principals’ leadership behavior,” “method of administrative management,” “culture of learning community,” “teachers’ professional growth,” “characteristics of curriculum development,” and “application of resource conformity.” Twenty-nine evaluation indicators were applied.
Fourth, the output aspect of knowledge management value chain model includes six dimensions, “the development of growth innovation,” “the satisfaction of efficiency and effectiveness,” “teachers’ teaching effectiveness,” “degree of active participation,” “students’ learning achievement,” and “the establishment of knowledge base.” Twenty-nine evaluation indicators were applied.
Fifth, the results of the weight system of knowledge management value chain model were “the input aspect, 32.5%,” “transformational process, 44.8%,” and “output aspect, 22.7%.”
These findings and discussions provide five suggestions as practical application and four suggestions as directions for future research.
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