Educational resource management influencing knowledge management in schools under the Ratchaburi Secondary Educational Service Area Office

Abstract

This study aimed to: 1) evaluate educational resource management in schools, 2) assess knowledge management practices, and 3) analyze the influence of educational resource management on knowledge management in schools under the Ratchaburi Secondary Educational Service Area Office. The sample included 286 administrators and teachers surveyed through a validated and reliable questionnaire (IOC = 0.67–1.00; Cronbach’s alpha = 0.895). Data were analyzed using descriptive statistics, correlation analysis, and path analysis. Results indicated that educational resource management was rated highest overall, with Management, Materials, and Man scoring at the highest level, and Money at a high level. Similarly, knowledge management was rated highest overall, with supervision and evaluation, recognition and reward, planning, knowledge creation, and process preparation receiving the highest ratings, while cultural change, knowledge systems, communication, and knowledge sharing were rated high. A strong positive relationship (p < 0.01) was found between educational resource and knowledge management. Path analysis revealed that Management, Money, and Man had direct influences on knowledge management, whereas Materials had an indirect influence. Model fit indices (NFI = 0.94, CFI = 0.95, GFI = 0.91, RMR = 0.086) validated the model’s fit with empirical data. The study highlights the importance of effective educational resource management to promote teacher innovation and improve student outcomes. Policymakers can leverage these findings to enhance resource allocation and knowledge management strategies in schools.