Teachers’ Knowledge Management Practices and Sustainable Quality Education Delivery in Lagos State Senior Secondary Schools, Nigeria

Abstract

This study investigated teachers’ knowledge management practices and sustainable quality education delivery in Lagos State senior secondary schools, Nigeria. The study sample was randomly selected from the 71 public senior secondary schools in Lagos State Education District V. A total of 324 teachers and 394 students took part in the study. Two structured questionnaires titled Teachers’ Knowledge Management Practices Questionnaire for teachers (TKMPQ) and Sustainable Quality Education Delivery Questionnaire for students (SQEDQ) were developed to obtain data from the respondents after ascertaining their validity and reliability obtained to be .86 for TKMPQ and .79 for SQEDQ respectively. The data collected were analyzed using inferential statistics of Pearson’s Product Moment Correlation Cooefficient to test the hypotheses formulated and the results were held significant at 0.05 probability level. The findings indicated that there is a significant relationship between teachers’ knowledge acquisition and sustainable quality education delivery (r= 0.891, ρ < 0.05), and between teachers’ knowledge sharing and sustainable quality education delivery in Lagos State senior secondary schools in Education District V, Nigeria (r= 0.725, ρ < 0.05). It could be concluded that teachers’ knowledge management practices served as an important success factor in improving the sustainable quality of education delivery by teachers in Lagos State senior secondary schools. The study recommended that the state teaching service commission should organise supervisory teaching and exchange programmes for teachers to aid adequate knowledge acquisition and sharing to improve their performance in the delivery of instruction which will invariably enhance the academic performance of the learners