The Professional Development Strategy of Knowledge Sharing on Cram School Teachers in Taichung

• Main Authors: Sara Mallory, 莫莎菈
• Other Authors: Chung Kao
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/54223265933322866233

碩士 === 靜宜大學 === 國際碩士學位學程 === 102 === Taiwan’s cram schools are a major competitive market offering many education choices, however many of these cram schools do not require teachers to possess an education degree. In order to present a competitive advantage over the numerous competitor schools, the professional development strategy of knowledge sharing could be implemented as a human resource tactic. Attempting to gain a better understanding of the situation in Washington Education Organization (WEO), this study investigates knowledge sharing experiences of cram school teachers in Taiwan. The three areas of investigation were the level of professional development experience among Taiwan cram school teachers, factors influencing knowledge sharing behavior among these teachers, and the future needs of the school regarding professional development. Action research was used for this research. Within action research, survey, personal interview and observation methods were also used. A total of 13 cram school teachers participated in the research. The action research was conducted from April 21 – June 9, 2014. The results showed a definite need for implementing professional development activities into their schedule since presently, there is limited exposure to professional development activities. Results also showed that some Confucianism traits hindered as well as excelled knowledge sharing among this particular group.