本研究旨在發展學校知識管理之模式，以改善學校知識管理現況，研究目的有四（一）探究知識管理之規劃、執行與成效評估之構面及其內涵。（二）探究科技在知識管理的應用並建立學校知識管理系統。（三）發展學校推動知識管理之模式。（四）評估學校推動知識管理之模式。
本研究以文獻分析擬定學校推動知識管理之模式，採行動研究法於學校實際推動。研究對象為一所新設立的國民小學，共有33班，教師50人，研究進行時間從2009年至2013年，規劃執行學校的知識管理工作，發展知識管理模式，進行理論與實務的探討。
研究所發展之知識管理系統共分為三個部分，外部入口網站、內部知識管理協作平台及內部網路檔案庫。外部網站功能包括學校簡介類等12項功能；內部知識管理協作平台功能包括學校行政等4類；內部檔案庫功能分為共用資料夾及教師個人資料夾等多項分類。
本研究所建立之推動知識管理模式包括四個層面，支援知識管理環境面：包括資訊科技、組織行為(領導、組織文化、學習型組織、激勵措施)、組織結構；知識管理流程面：包括知識創造、獲取、精煉、儲存、移轉、分享及應用；知識管理實施面：包括(1)認知階段（建立目標與共識）；(2)策略階段；(3)設計階段；(4)運作執行階段；(5)績效評估與維護階段；知識管理評估面。
本研究以自編之推動知識管理成效調查表評估成果，調查表學校部分共分願景與任務、組織文化、智慧資本、領導與管理、知識分享、團隊與學習社群、資訊科技、知識管理策略；教師部分共分為檔案數位化、應用資訊科技、同儕合作分享。調查結果發現，學校部分各層面得分都介於完全符合至大部分符合之間，顯示知識管理學校部分成效良好；教師個人知識管理部分，應用資訊科技得分達到大部分符合，成效良好；檔案數位化及同儕合作分享得分介於大部分符合至一半符合之間，尚待加強；兼任行政教師與參加學習社群教師在知識管理多數層面上有較佳的表現；在知識管理各層面平均得分的比較上，以領導與管理、資訊科技、願景與任務得分較高；同儕合作分享得分最低。
本研究辦理推動知識管理經驗分享研習，由與會校長進行本校知識管理模式及知識管理系統評估，評估結果發現，本校知識管理模式架構適當，內容符合實際需求，能夠發揮行政效能，值得推廣應用；本校知識管理系統架構功能適當，可幫助知識管理流程，值得他校參考。

This study aims to develop a knowledge management model for a school in order to improve the current state of knowledge management at the primary school in Taiwan. There are four research purposes: (1) to examine the dimensions and contents of knowledge management planning, execution and evaluation; (2) to explore the application of information technology to knowledge management and to establish a school knowledge management system; (3) to develop a knowledge management promotion model for the school; and (4) to evaluate the knowledge management promotion model at the school.
This study uses literature review to analyze the knowledge management promotion model of the case school while action research was conducted during the actual practice at the school. The research subjects are 33 classes and 50 teachers in a newly established elementary school during the period of Year 2009 to 2013. It includes the examination of theories and practices related to the planning and execution of knowledge management work as well as the development of a knowledge management model.
The knowledge management system developed by this study consists of three components: external portal website, internal knowledge management collaborative platform, and internal network file database. The external portal website provides 12 functions including introduction to the school; the internal knowledge management collaborative platform provides four functions such as school administration; and the internal network file database includes shared archives and teachers’ individual archives.
The knowledge management promotion model built in this study includes four aspects: supportive environment to knowledge management including information technology, organizational behavior (leadership, organization culture, learning organization, and reward measures), and organizational structure; the knowledge management process including knowledge creation, acquisition, extraction, storage, transfer, and application; knowledge management implementation including (1) awareness stage (building objectives and consensus), (2) strategic stage, (3) design stage, (4) implementation stage, and (5) performance evaluation and maintenance stage; as well as knowledge management evaluation.
This study uses a self-compiled questionnaire to investigate the effectiveness of knowledge management promotion. It addresses vision and task, organizational culture, intellectual capital, leadership and management, knowledge sharing, team and learning community, information technology, and knowledge management strategies of schools as well as archive digitization, application of information technology, and peer cooperation and sharing by teachers. As indicated in the investigation results, the school is found with items that lie between completely matched and most matched indicating effective knowledge management. For the individual knowledge management of teachers, the application of information technology is rated with the range of most completed; good effectiveness, archive digitization, peer cooperation and sharing are scored between most to half completed which are required for improvement. Teachers taking administrative jobs and participating in learning community outperform others in knowledge management. In terms of knowledge management aspects, leadership and management, information technology, vision and task scored higher while peer cooperation and sharing scored the lowest.
This study examines the experience sharing of knowledge management promotion with the participation of the principal in the knowledge management model and system evaluation. According to the evaluation results, the knowledge management model of the school is appropriate with the contents that meet practical demands and enable the realization of administrative efficacy. It, thus, can be promoted in the reference of knowledge management process development at other schools.