The main purpose of this study is to unveil the status quo of public kindergarten school teachers’ competence for knowledge management. The second purpose is to analyze how, when judged by personal backgrounds and school environments, they differ in competence for knowledge management.
The methodology settles on questionnaire, the researcher herself constructed a questionnaire called “Investigation on Public Kindergarten Teachers’ Competence for Knowledge Management “. The target subjects are public kindergarten school teachers in Taipei County. The researcher spreads out 782 copies of questionnaires , with a return of 552 valid copies, the return rate is 71％. All collected data is processed with mean, percentage, t-test, and one-way ANOVA. According to the statistical figures, several findings are presented as followed:
1. The state of public kindergarten school teachers’ manipulation of competence for knowledge management is above average, with higher scores in “knowledge acquisition” and lower scores in “knowledge sharing”.
2. The tasks of public kindergarten school teachers share high homogeneity. Hence, there isn’t any difference related to personal backgrounds and environments.
3. Analyzed under the parameter of personal background, public kindergarten school teachers, when taking into consideration their competence for knowledge management, differ significantly in “knowledge sharing”, “knowledge storage”, “knowledge application” and “knowledge innovation”. However, they share no difference in “knowledge acquisition”.
4. Environment variables show that kindergarten school teachers of smaller class-size have better performance in “knowledge sharing” and “knowledge innovation”.
According to the findings listed above, the researcher would like to present the following suggestions:
1. Suggestions for educational administration establishments:
（1） The educational administration establishments should arrange seminars and programs focusing primarily on teachers’ competence for knowledge management, and place teachers’ training hours under supervision.
（2） The educational administration establishments should make good use of veteran teachers’ experiences, and set up a consultation system with help from experienced kindergarten teachers.
（3） The educational administration establishments should manage schools’ information facilities by leasing, so that school teachers can acquire information-related literacy, and put these skills into daily teaching.
（4） The educational administration establishments should set up action research-related courses, and should encourage teachers to partake in action researches positively.
（5） The educational administration establishments should construct a rewarding mechanism to encourage innovations and researches from teachers.
（6） The educational administration establishments should allocate related budgets on a regular basis, so that they can maintain the pattern that 9 areas in Taipei County could take turns to supervise teachers’ competence for knowledge management.
2. Suggestions for kindergarten teachers:
（1） Kindergarten teachers should sharpen their competence for knowledge management by joining knowledge management-related seminars and programs.
（2） Kindergarten teachers should take part in computer-related seminars, and upgrade their competence for information literacy.
（3） Kindergarten teachers should, on a regular basis, hold meetings for both teaching and school affairs, and construct an excellent knowledge-sharing culture.
（4） Kindergarten teachers should engage in curricular innovations passionately.
（5） Kindergarten teachers should hold clubs such as study groups, so that colleagues could inspire each other.
3. Suggestions for future studies:
（1） The following researchers could place more variables into future studies.
（2） The following researchers could include more subjects in different cities.
（3） The following researchers could apply a methodology that is both quantitative and qualitative.