An investigation of knowledge sharing practices among teachers at Khomas High School, Windhoek

Abstract

Knowledge sharing (KS) is recognized by many organizations as a solution or an interaction for knowledge creation, and an important activity to boost innovation, improve productivity, and increase understanding among knowledge workers. The study investigated knowledge sharing practices among teachers at Khomas High School, Windhoek’. The main objective of the study was to investigate the knowledge sharing practices among teachers at Khomas High School, Windhoek, Namibia. The objectives of the study were to investigate the perspectives of teachers towards knowledge sharing; to find out the barriers and enablers of knowledge sharing; to determine the communication tools for knowledge sharing and to come up with recommendations on how knowledge sharing can be enhanced. The study adopted a qualitative research approach using a semi-structured interview guide to collect data. The population of the study was teachers at Khomas High School, Windhoek, from which a sample of 12 teachers were selected using accidental sampling. The research instrument for this study were the face-to-face interviews. Data was analyzed applying content analysis and coding themes, and the findings are presented using descriptive narrative. The study revealed out that, teachers at Khomas High School seems to understand knowledge sharing as a mere process of sharing of information with other colleagues. This is a clear indication that there is no clear distinguishing between information sharing and knowledge exchange as a gap filling using supporting sources like when sharing materials with each other’s. The study further confirmed that, teachers at Khomas High School do gain new knowledge by a means of sharing ideas regularly, and there were those who indicated that they learn new ideas through attending workshops and by searching the internet sources. This study also discover that, teachers at Khomas High School only considered sharing general knowledge, and subjects-related knowledge but not confidential related information that may be personal. The study however pointed out the following as probing points that motivates all the teachers at Khomas High School, to share knowledge. Learner’s performances, education standards, examination results, experiences, teamwork, as well as personal characters as an inborn thing to share knowledge. Moreover, the study also confirmed challenges that teachers were facing at Khomas High School which include low internet access, knowledge gap between teachers because people are not at the same level of education as well as the same level of age, misunderstanding and misinterpretation of the information which can results in an argument. One of the study’s recommendations is more informative meetings as part of mentoring of new teachers by advisory teachers.