Schools in HK are facing the need to deliver quality education and demonstrate accountability, which has resulted in performance pressure on schools. The effective implementation of SCT is crucial for enhancing the quality of education in schools. However, implementing SCT presents challenges in teacher learning and pedagogical design due to limited time and resources. Therefore, the adoption of KM is crucial in addressing these challenges.Applying purposive sampling, this study selects two aided primary schools, namely X School and Y School, as the cases for investigation due to their differing levels of instructional capacity and attractiveness in parental choice. It is noteworthy that Y School has been more successful than X School in this regard. Documentary review, lesson observation, and in-depth interviews with principals, vice-principals, PSMCD, middle managers, teaching mentors, and novice teachers are utilized for data collection from X School and Y School. A mixed approach of deductive coding and inducive coding is used to analyse the documentary, lesson observation, and interview data collected.The study is guided by the SECI KM model of knowledge creation and transfer, which functions as an analytical lens for the development and execution of Collaborative Lesson Preparation activities in X School and SCT Learning Circles activities in Y School, respectively. These activities serve as crucial KM tools and strategies for SCT knowledge creation and transfer within their respective schools.Its goal is to establish a connection between three-tiered knowledge leadership practices, KM, and SCT implementation in primary schools. This study utilizes cross-case studies with rich empirical data to develop a testable theory regarding knowledge leadership in HK primary schools.The study concludes that the strategies of codification and personalization within KM can assist schools in addressing the identified problem and promoting effective SCT implementation. KM not

Teachers and school administrators in Hong Kong have had to cope with more work and performance pressure as they strive to implement educational reforms aimed at deepening students' life-long learning skills. Management systems, which save time and transfer ideas, experiences, and knowledge more efficiently could help schools meet reform goals and relieve the occupational stress that inevitably accompanies change and progress. This paper explores the effect of knowledge management (KM) for school development by reviewing three cases selected from a school improvement project entitled "Knowledge Management and Primary School Development". The project was launched specifically to determine if KM practices can assist educators to cope with added pressures and rise to the challenges of education reforms. The case studies illustrate three separate approaches to incorporating KM systems. Problems faced by these case-schools included declining school competitiveness, time-consuming data storage and retrieval practices, and hierarchical communication structures that stunted feedback from the teachers who are on the front line of educational reform. Interviews were conducted with school principals, middle managers, and teachers. The results show that the core KM strategies of personalization and codification can be adopted to improve school development. Knowledge leadership, knowledge sharing culture, and knowledge management system support were identified as success factors for schools to implement KM.
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