Abstract

• The purpose of this study is to explore the knowledge management practices of teacher educators. Descriptive research method was applied to collect data from two hundred and twenty three teachers from two selected Universities in Sagaing Township. In this study, two instruments: “Knowledge Management Practices Questionnaire” to measure the knowledge management practices of teacher educators, and “Universities’ Support for Knowledge Management Practices Questionnaire” to elicit the perceptions of teacher educators on universities’ support for knowledge management were mainly used. Both instruments used in this study were developed by the researcher. The instrument for teacher educations’ knowledge management practices was developed based on the SECI model of Nonaka and Takeuchi (1993, as cited in Cheng, 2015). Again, the instrument for universities’ support for knowledge management was based on the use of KM system in universities developed by Al-Zoubi (2014). Data were analyzed by the use of descriptive statistics such as means and standard deviations, independent samples t test, one-way ANOVA and Post Hoc multiple comparison tests (Tukey HSD and Games-Howell) and bivariate correlation through SPSS software. The findings of this study indicated that teacher educators from the selected universities often practiced knowledge management. According to the teachers’ perceptions, the level of universities’ support for knowledge management was high. Moreover, there was a positive correlation between “knowledge management practice” and “universities’ support for knowledge management” in selected universities. Therefore, the universities’ support for knowledge management is very important for teacher educators in order to reach higher level of knowledge management practices.