The Strategies for Knowledge Management for Classroom Research of Teachers in Small-sized Schools in the Lower Northeast Region.

Abstract

The purpose of this research was to construct the strategies for know
ledge management for classroom research of teachers in small-sized schools in the Lower Northeast region. The research was conducted in 4 phases.
The instruments for data collection consisted of survey questionnaires,
interviews, and strategy evaluation forms. Phase I investigated the state of classroom research of teachers in small-sized schools using the
questionnaires with 389 respondents and in-depth interviews with 3 teachers from
outstanding schools. Phase II analyzed internal and external environments
through self-evaluation of 32 teachers. Phase III experimented the
constructed strategies employing 5 teachers within 10 days. Phase IV evaluated the
suitability, possibility, and utility of the strategies using 10 experts. The statistics used in the data analysis consisted of percentage, means, standard deviation, and content analysis.
The research findings were as follows:
The state of classroom research of teachers in small-sized schools showed a low level of teachers’ understanding of classroom research. The internal and external environments showed the strengths, weaknesses, opportunities, and threats at a high level. The constructed strategies included 3 strategies
namely 1) learning and development consisting of 5 aspects and 6 indicators; 2) internal process involving 2 strategies and 4 indicators; 3) teacher consisting of 2 strategies and 3 indicators. The experiment of the constructed strategies revealed mean value at level 1.85 of teachers’ self-evaluation before using the strategies and at 4.90 after the experiment which was highest. The mean value of the teachers’ knowledge and understanding was at +3.50. The evaluation of the constructed strategies showed the highest level in terms of their suitability, possibility, and utility. The strategies for classroom research of teachers in small-sized schools consisted of 5 components: 1) principles, 2) objectives, 3) strategies, 4) operational methods, and 5) usefulness.