The Impact of Knowledge Management on Teacher Performance in English-Medium Schools in Musoma Diocese, Tanzania, with a Focus on the Moderating Role of Professional Development

Abstract

Knowledge management is essential for capturing, sharing, and utilizing employee insights to enhance decision-making, innovation, and improvement across various sectors. This study investigated the impact of knowledge management on teacher performance in English-medium schools in Musoma Diocese, Tanzania. It focused on the effects of Knowledge Acquisition, Knowledge Storage, Knowledge Sharing, and Knowledge Use. The research used the resource-based view theory, knowledge-based view theory, social exchange theory, and human capital theory as its frameworks. A descriptive survey approach was employed, involving 870 teachers and 85 principals from 85 schools. Data were collected using questionnaires and interviews, with a sample size of 87 teachers and 9 administrators. Analysis included both quantitative and qualitative methods, using SPSS for statistical analysis and thematic analysis for interview data. The results indicated a significant impact of knowledge management on teacher performance, with 24.71% of teachers reporting a very significant impact and 38.82% noting a greater extent of influence. The study recommends investing in knowledge management platforms and professional development programs, along with ongoing evaluation of these practices, to enhance teacher performance and ensure alignment with educational needs.