Teachers ’ Knowledge Management Based on Knowledge Innovation

Studying teachers’ knowledge management is also an entry point to studying knowledge management in the field of education. To guarantee the healthy and continuous development of teachers’ knowledge management ability, it is crucial to evaluate their management level in a scientific, objective and comprehensive way. Using the expert consultation and analytic hierarchy process (AHP), we put forward and set up an evaluation index system for college teachers’ knowledge management, we evaluated the knowledge management levels of college teachers. The results showed that rankings of knowledge management levels of college teachers were knowledge acquisition, knowledge organization, knowledge development and knowledge innovation from high to low. Their knowledge management was above the average as a whole. From all levels, the scores of knowledge acquisition and knowledge organization were relatively high.


INTRODUCTION
With the advent of the era of knowledge economy, knowledge management has become an irreversible trend in the global economy and has overwhelmingly challenged all traditional knowledge, values, thinking modes and survival strategies.Knowledge management has become a hot topic.Due to changes in the learning style of the information age, higher requirements are needed for teacher's individual ability.Building a digital teaching resource library has become a key factor affecting the effective teaching of teachers.Therefore, teachers' personal knowledge management has emerged.Teachers are typical knowledge workers.They are engaged in various knowledge activities, from the collection of teaching materials, writing of teaching plans, accumulation of teaching materials, teaching in the classroom, assessment of students' learning and reuse of learning outcomes.These involve a series of knowledge production, creation, accumulation, transfer and use in the process of knowledge management.Knowledge management is one of teachers' key abilities to catch up with the knowledge society and keep pace with times.
Teachers' personal knowledge management means that teachers acquire, store, share, apply and innovate professional knowledge required in teaching, facilitate the switch between implicit knowledge and explicit knowledge, improve teaching efficiency and promote the better development of the subject, using tools and platforms of information technology and knowledge management, etc., by establishing a set of effective knowledge management systems and institutions.Digital libraries, as an important symbol of the information age, must be established and centered on service, understanding the current dilemma, managing knowledge reasonably according to the needs of users, increasing knowledge service in a timely manner, survival and development in the market competitions in the current field of knowledge service.

Determining the weights of evaluation indices
The weights of evaluation indices were determined using expert consultation and analytic hierarchy process.The weights of all levels are shown in Table 1.

Criteria and grades of evaluation indexes
By consulting the relevant literature, combined with college teachers' actual knowledge management, we assigned a certain score to each evaluation index and divided the valid management evaluation criteria into four grades, excellent, good, medium and poor.

Respondents and method
While understanding the overall background of teacher's personal knowledge management, we conducted a questionnaire survey on teachers from eight colleges.Using the Delphi method, SPSS and AHP, we selected some teachers to carry out classroom observations and in-depth interviews, required respondents to understand the evaluation criteria for college teachers' objectively and evaluated the advantages and disadvantages of college teachers' knowledge management objectively (Tang et al., 2016).

Data collection
The response rate and validity rate of questionnaires satisfied basic requirements of questionnaire surveys (see Table 2).After eliminating invalid questionnaires, data on each valid questionnaire were encoded according to the nature of each variable.Later data on the questionnaire were entered using SPSS 18.0 statistical software.A 5-point Likert-type scale was used to score respondents' answers.1~5 scores represented full disagreement, disagreement, neutrality, agreement and full agreement.

Validity Test of Evaluation Data of College Teachers' Knowledge Management
The reliability and validity were important indices to measure the scientific evaluation system for knowledge management.The overall Cronbach's α of evaluation data of college teachers' perception and cognition of influence factors of knowledge management was greater than 0.8.The split-half coefficient was greater than 0.5, suggesting that the evaluation system had good reliability.The KMO (Kaiser-Meyer-Olkin) value of each measure was between 0.886 and 0.893.There was no significant change.The content validity and construct validity were consistent with our theoretical hypothesis (Zhu, 2017).

Analyzing the Demographic and Behavioral Characteristics of Samples
Among the 578 surveyed samples, in terms of gender, the proportions of males and females were basically equal.Male teachers were slightly more than female teachers.In terms of age, the samples were mainly 30~50 years old young and middle-aged people.The proportion was up to 79%.30~40 years-old teachers accounted for 47.2%.The proportions of different education backgrounds, professional titles and subjects were equivalent.The demographic characteristics are shown in 3. Our questionnaire about college teachers' knowledge management met demographic and behavioral characteristics for sampling surveys.The results provided a reliability guarantee for the study on evaluation of college teachers' knowledge management.

Differences between Teachers with Different Background Variables in terms of Knowledge Management
We conducted a one-way ANOVA, with age, education background, professional title and subject as independent variables, and different knowledge management levels as variables (Cai, 2015).Teachers with different education backgrounds, professional titles and subjects didn't differ significantly.The knowledge management of all subject teachers was at the same level.It can be seen from Table 4 that the observed value of Fstatistics at the level of knowledge acquisition was 2.573.The value of the significant level α was 0.05.The value of probability p was 0.041.The value of F-statistics at the level of knowledge sharing was 2.642, α was 0.05, p was 0.035.At these two levels, the values of p were both lower than the significance level.Therefore, teachers with different teaching experience differed significantly in knowledge acquisition and knowledge sharing.Further study showed that in terms of knowledge acquisition, the mean of knowledge acquisition of teachers with more than 20 years of teaching experience was far lower than that of teachers with other teaching experience.In terms of knowledge sharing, the mean of knowledge sharing of teachers with less than 10 years of teaching experience was significantly lower than that of teachers with more than 10 years of teaching experience.

Evaluating the Influencing Factors of College Teachers' Knowledge Management
The results showed that (Table 5) the ability of college teachers' knowledge management was as-above the average.The total mean was 3.837.Among the four primary indices, the evaluations of "knowledge acquisition", "knowledge organization" and "knowledge development" were close.The means were above 3.87, suggesting that college teachers reached a certain level in knowledge acquisition, organization and development.The mean of "knowledge innovation" was 3.61, indicating that teachers underperformance in "knowledge innovation".The evaluations of "knowledge acquisition", "the selection and control of knowledge", "dimension of knowledge revelation", "learning" and other secondary indices were high, while the evaluations of "social capital storage ", "innovation", "diversified service modes", etc. were low.

The Relationship between Teachers' Knowledge Management and Influence Factors
We conducted a multiple regression analysis with "knowledge acquisition", "knowledge organization", "knowledge development" and "knowledge innovation" as predictor variables, with "teachers' knowledge management" as the dependent variable.From Table 6, four factors influenced knowledge management were significant predictor variables.From the value of Beta, the rankings of four influence factors by evaluation power were knowledge acquisition, knowledge organization, knowledge development and knowledge innovation.By evaluating these four influence factors, we can effectively evaluate college teachers' knowledge management.The rankings of their influence factors were knowledge acquisition, knowledge organization, knowledge development and knowledge innovation.

DISCUSSION
This research formulates the teachers' knowledge management evaluation index system, builds the evaluation system using a mathematical model, and conducts an empirical research of the mathematical model proceeding from the perspective of teachers.The purpose of this research was to stimulate other researchers to build partnership with teachers, learn teachers' knowledge management status, propose specific strategies concerning the existing problems, and enable teachers to better manage their knowledge.Some of the standards of the system overlap with those adopted by previous researchers such as Zhao and Wei (2017), Tian (2017) and Zhang and Han (2017), but some are put forward the first ever to make up the gap of the previous standards, which might be easily ignored.Not only are detailed materials provided for evaluation standards, but also reasons about the importance of standards are listed.The knowledge innovation evaluation is added.This makes the evaluation system more systematic, because the past just focused on one research aspect.Teachers to be evaluated can take the initiative to participate in formulating evaluation standards to make these standards more objective and credible.This research is a case study.Limited by quantity and conditions of responders, importance of evaluation standards is relative.Different users have different knowledge background, experience and preference.Their understanding of the importance of teachers' knowledge management evaluation standards also varies.The follow-up research can expand the scope of research objects by choosing more research samples so as to gain a more comprehensive understanding of the individual knowledge management of teachers.Besides, factors, such as school running concepts, regulations, systems and facilities, can also influence teachers' individual knowledge management.Therefore, the status and strategies of a school's knowledge management can also be examined.Meanwhile, diversified research methods can be adopted to collect data from different perspectives for the convenience of discussing teachers' individual knowledge management more deeply.Last but not least, more data collection methods, such as the journal analysis method and the interview method, should be adopted.

CONCLUSION AND SUGGESTIONS
We build an evaluation index system for college teachers' knowledge management, including four aspects, namely, knowledge acquisition, knowledge organization, knowledge development, knowledge innovation with 16 indices and conduct an empirical study using the weight-assigning evaluation method.College teachers' knowledge management is above the average as a whole.From all levels, the scores of knowledge acquisition and knowledge organization are relatively high.The performances are good.Knowledge development is average.The score of knowledge innovation was lower than average and the performance was poor.Apart from age, teachers with different education backgrounds, professional titles and subjects did not differ significantly in knowledge management levels.There were some common problems with teachers' knowledge management, such as lack of knowledge management guidelines, messy and disordered knowledge storage, inability to extract existing knowledge and unwillingness to share knowledge, and so on.According to the evaluation results, it is suggested that the following steps should be taken to improve the knowledge management level of college teachers: 1.The library should optimize the business process, build resources according to the requirements of teachers and implement knowledge management, centered on knowledge management processes, using soft and hard measures.
2. A digital library platform based on network environment should build some tools to support teachers' knowledge management, which have many functions, such as knowledge acquisition, storage and sharing.
3. Evaluate the effect of knowledge management scientifically, according to each link in the management process, reveal weaknesses in knowledge management by evaluating the relationship between knowledge required by a certain time point and knowledge holder and find an ideal method to evaluate the effect of knowledge management.

Table 1 .
The weights of evaluation indices of college teachers' knowledge management

Table 3 .
Demographic characteristics of surveyed samples

Table 4 .
One-way ANOVA results of teaching experience versus knowledge management

Table 5 .
Evaluation results of college teachers' knowledge management

Table 6 .
Multiple regression analysis of 4 influence factors and knowledge management level of college teachers