Authors : Julius G. Baldesco; Joseph Michael T. Bentoy; Paula Kristie B. Pepito

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/3f2mppe5

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DOI : https://doi.org/10.38124/ijisrt/26mar1736

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Abstract : Knowledge management (KM) has been widely recognized as a key mechanism for strengthening organizational learning and improving instructional practices in educational institutions. However, despite its growing importance, empirical evidence on the extent of KM practices among teachers in the Philippine basic education context remains limited, as most existing studies focus on higher education settings. This study assessed the level of KM practices among publicschool teachers in Iligan City and examined differences when grouped according to sex, age, teaching experience, and highest educational attainment. Using a descriptive–comparative design, data were gathered from 100 teachers through convenience sampling. The study employed a 24-item KM questionnaire adapted from Özgözügü (2015) (α = .97) rated on a 5-point Likert scale. Analyses were performed with JAMOVI 2.3.28. Frequency, mean and standard deviation, and tests of ShapiroWilk and non-parametric statistics (Mann-Whitney U; Kruskal-Wallis H) were used. Results showed that KM has an overall mean of 4.09 (Very Much). Obtaining information ranked the highest (M = 4.25, Completely), followed by storing (M = 4.15, Very Much) and using information (M = 4.10, Very Much) but sharing information was lowest although still high (M = 3.86, Very Much), suggesting there was a relative gap in cross-department knowledge circulation. There were no significant differences between demographic groupings (p > .05). Findings suggest that KM is a school-level culture, not a behavior dependent on demographic factors, suggesting that system-wide routines not addressing demographic interventions are the main source of leverage for improvement. The decreased sharing dimension, in turn, implies the risks of knowledge silos, uneven diffusion of effective practices, and lowest continuity during staff mobility. The study recommends institutionalization of a KM enhancement program which emphasizes cross-knowledge rounds, micro-brief documentation and searchable repository and extending future research through mixed methods and wider coverage of schools.

Keywords : Knowledge Management Practices, Teacher Collaboration, Knowledge Sharing, Organizational Learning, Philippine Basic Education.

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