Technical college teachers sharing their knowledge: does leadership, institutional factors or barriers predict their practices?

• Main Authors: Tahir, L. M., Musah, M. B., Abdullah, A. H., Musta'amal, A. H., Abdullah, M. H. A.
• Format: Article
• Published: Routledge 2016
• Subjects: L Education (General)
• Online Access: http://eprints.utm.my/id/eprint/71974/; https://www.scopus.com/inward/record.uri?eid=2-s2.0-84988350347&doi=10.1080%2f03055698.2016.1230046&partnerID=40&md5=bf6e77d89bccea33b73181c46f2415e3
• Institution: Universiti Teknologi Malaysia

This study determines the preferable leadership practised by colleges’ directors, institutional factors and challenges encountered in knowledge sharing in Malaysian technical higher learning institutions (HLIs). Using a pragmatic mixed-method strand, we obtained 212 teachers and instructors’ viewpoints on knowledge sharing factors and barriers. The study also interviewed four teachers in exploring college directors’ leadership practices and issues faced while sharing their knowledge and experiences with their colleagues. The findings revealed that technical college teachers favoured enabling others to act as a preferable leadership practice that empirically supports their knowledge sharing practices. Thus, reward system and culture were antecedents and significant predictors for teachers’ knowledge sharing practices in technical HLIs compared with their colleges directors’ transformational leadership practices. Teachers also highlighted that their directors provide affirmative responses concerning the knowledge sharing activities; thus, practising their roles as a knowledge sharing catalysts. However, lack of support from the management, micro-politics and teachers’ own negative perceptions were identified as challenges and constraints teachers encountered while sharing their knowledge with their peers. The findings put forward some suggestions for improvement on technical college’s knowledge sharing practices.