Unlocking Potential: The Impact of Knowledge Management Practices by School Principals on School Performance in the Northwestern Badia District

This study aimed to assess the degree of knowledge management practice among school principals in the Northwestern Badia district and its relationship to school performance, as perceived by teachers. Utilizing a descriptive correlational approach, the study employed a questionnaire as the primary data collection tool, supported by observational notes as a qualitative method. The findings indicated that school principals exhibited a high degree of knowledge management practice, and school performance was also rated as high by teachers. Furthermore, a moderate and statistically significant correlation was identified between the degree of knowledge management practice by school principals and school performance. The theoretical significance of this study lies in its exploration of knowledge management in educational leadership, contributing to the theoretical framework in this field and addressing gaps in the Arabic literature. It is anticipated that the results will illuminate the extent of knowledge management practices among school principals and their impact on school performance, establishing this research as a contemporary addition to the topic. Practically, the findings are expected to benefit policymakers and decision-makers in the education sector, particularly within the Ministry of Education. The study aims to provide foundational insights that can enhance the implementation of knowledge management practices across the Ministry's staff, potentially resolving issues arising from insufficient knowledge management practices and fostering ideas for future research. Recommendations also include strategies for upper management within the Jordanian Ministry of Education to strengthen knowledge management, thereby positively impacting the educational process and improving school performance.