Knowledge Management in Education: Developing a SECI-based Model of Phronetic Leadership for the Department of Education in Northern Philippines

Abstract

Background and Objectives: Educational leadership is essential, and involving stakeholders in a collaborative knowledge creation process promotes innovation, which in turn enhances both student achievement and overall school performance. This study aimed to assess the awareness and understanding of school leaders about phronetic leadership (PL). Moreover, the study sought to develop a knowledge and management model for the Department of Education (DepEd) in Ifugao, Northern Philippines. This utilizes the socialization, externalization, combination, and internalization (SECI) model of PL from the perspectives of school leaders and teacher representatives.       

Methodology: This study employed a mixed-methods approach, beginning with a quantitative survey of 151 school leaders from the DepEd. The questionnaire was pilot tested with 50 respondents, achieving a reliability score of 0.90. An intervention involving an action-oriented extension project focused on capacity building was organized for 130 DepEd administrators and teacher representatives after the survey. Following the workshop, a qualitative method was employed, involving a focus group discussion (FGD), which was conducted with 11 key representatives. The percentage method was used to evaluate respondents' awareness and understanding of PL. Thematic analysis was applied to interpret the qualitative data. Ethical standards were upheld through informed consent, voluntary participation, and confidential, anonymized responses.

Main Results: Few respondents participated in capacity-building activities, or had any awareness or in-depth understanding of PL. The data revealed a low level of exposure and engagement among leaders.      This highlights a gap in the understanding and demonstration of PL skills, which has the potential to limit  the  effectiveness of school leadership. There was no existing knowledge management model for the DepEd; however, a model based on the SECI process of PL was developed through the FGD conducted after the survey. 

Discussions:  The gap in awareness, understanding, and capacity regarding PL highlights the challenges faced in advancing leadership practices within educational institutions and emphasizes the importance of empowering school leaders in this area. Improving knowledge in educational management boosts organizational efficiency and effectiveness. School leaders can gain valuable insights that enhance their decision-making, particularly in situations that necessitate a thorough understanding of the context and a comprehensive evaluation of all relevant pros and cons expressed by stakeholders. Therefore, it is highly recommended that leaders establish a framework, in collaboration with stakeholders, that promotes knowledge development based on the SECI model. The cycle of socialization, externalization, combination, and internalization, which are the key elements of the knowledge creation model continues.

Conclusions: School leaders show limited awareness, understanding, and involvement in capacity-building seminars on PL. This lack of engagement reduces the overall effectiveness of school leadership in implementing this approach. The combination of tacit and explicit knowledge creates valuable resources, supporting the continuous development of policies, teaching strategies, instructional materials, records, and various databases. Implementing the knowledge management framework, developed by DepEd leaders, is highly advantageous. Ongoing improvement in organizations occurs when they formalize, through policies, a contextualized knowledge management model based on the SECI dynamics, which were designed by stakeholders themselves to meet their needs and those of the industry. The cycle continues through feedback mechanisms.