Challenges to knowledge-sharing practices and their influence on teaching competencies among teachers in selected secondary schools in Morogoro Municipality
DOI:
https://doi.org/10.51867/ajernet.7.3.114Keywords:
Knowledge, Knowledge-Sharing Practices, Morogoro Municipality, Secondary School Teachers, Teaching Competencies, TanzaniaAbstract
Knowledge-sharing among teachers is widely recognized as a critical driver of professional development and enhanced teaching competencies. However, in resource-constrained secondary education systems in Tanzania, various challenges often impede effective knowledge-sharing. Guided by two theories, Social Capital Theory (SCT) and Social Exchange Theory (SET), this study examined the challenges to knowledge-sharing practices and their influence on teaching competencies among teachers in selected secondary schools in Morogoro municipality. Specifically, the study assessed the influence of challenges to knowledge-sharing practices on teaching competencies among secondary school teachers in Morogoro municipality. The study employed a mixed-method approach, integrating quantitative and qualitative approaches to provide a comprehensive understanding of the influence of knowledge-sharing practices on teaching competencies. Quantitative data were collected from 175 secondary school teachers using questionnaires, while qualitative data were obtained through semi-structured interviews. Data were analyzed using SPSS version 27 to determine frequency, percentages, and regression analysis was used to examine the influence of challenges to knowledge-sharing practices on teaching competencies among teachers, while content analysis was used to analyze qualitative data. The findings indicate that respondents generally agreed that all identified factors constitute barriers to effective knowledge-sharing, as reflected by mean scores above the midpoint of the five point Likert-scale (M>3.00). Limited ICT infrastructure (M=3.67, SD=1.416) and cost-related barriers (M=3.67, SD=1.332) emerged as the most critical barriers. Moreover, regression analysis revealed that lack of motivation (β=.234, P=.034) and lack of confidence/self-efficacy (β=.393, P=.007) were statistically significant predictors of teaching competencies. The study recommends increased investment in ICT infrastructure and financial support for teacher collaboration, as well as ongoing professional development programs that strengthen teachers’ motivation and self-efficacy. Moreover, school leaders should establish institutional policies that formalize knowledge-sharing practices through professional learning communities, mentoring, peer observation, and collaborative planning. The study provides practical insights for education policymakers and school administrators to institutionalize collaborative professional development frameworks, thereby cultivating a sustainable culture of peer learning and ultimately enhancing the quality secondary education in Morogoro municipality.
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