Enhancing Knowledge Management Practices: A Multiple Holistic Case Study with Principals and Teachers in a Western Canadian Province

The purpose of this multiple holistic case study was to understand how principals and teachers in a school division in a western Canadian province enhance their knowledge management practices. Knowledge management was generally defined as the organization, capture, use, and analysis of the impact of a group’s collective knowledge. The theory guiding this study was Davenport and Prusak’s theory of knowledge management as it explained the relationship between principals and teachers and how they use knowledge management. This qualitative research study was a multiple holistic case study which involved six principals and six teachers in a school division in a western Canadian province. Data were collected using individual interviews, document analysis, and journal prompt reflections. Data analysis included transcription by me, cross-case synthesis, various cycles of codes, categories, sub-categories, and themes. Although the six principals and six teachers were already using knowledge management to move the learning of students forward, the findings indicated what would enhance their knowledge management practices. The findings indicated that the participants used knowledge management practices for goal attainment through connections. Goal attainment was through effectiveness and efficiency while connections were through relationships, involvement, and engagement.