KNOWLEDGE MANAGEMENT PRACTICES AND INSTITUTIONAL EFFECTIVENESS IN SELECTED PUBLIC SECONDARY SCHOOLS IN LAGOS STATE

ABOLARIN, Yetunde Bukola, BELLO, S. A.  & OSHIONEBO, E. E. ABOLARIN, Yetunde Bukola, BELLO, S. A.  & OSHIONEBO, E. E.

ABOLARIN, Yetunde Bukola, BELLO, S. A. & OSHIONEBO, E. E. Department of Educational Management, Faculty of Education, University of Lagos, Akoka

Abstract

This study examined knowledge management practices and institutional effectiveness in selected public secondary schools in Lagos State, Nigeria. The paper was guided by three research questions and three null hypotheses. This study employed survey research design. 3,057 respondents, comprising 2,806 teachers and 251 principals who were randomly selected across secondary schools in Lagos State served as sample for this study. Questionnaire was used for collection of data. The data collected were analysed using Chi-square and Pearson Product Moment Correlation Coefficient at 0.05 level of significance. The paper revealed that: there is a significant influence of knowledge acquisition on institutional effectiveness in Lagos State public secondary schools; there is a significant influence of knowledge documentation on institutional effectiveness in Lagos State public Secondary Schools; and significant relationship exists between knowledge sharing and institutional effectiveness in Lagos State public secondary schools. The study concluded based on the findings of the study that knowledge management practices and institutional effectiveness in public secondary schools in Lagos State, Nigeria are significantly related. The paper recommended among others that: Government should promote teachers and principals’ acquisition of new information and ideas that can enhance their services delivery in secondary schools; and secondary schools principals should ensure that knowledge acquired through training, workshops and seminars are properly documented or preserved for effective school management.