Determinants of Knowledge-Sharing Practices Among Selected Secondary School Teachers in Morogoro Municipality, Tanzania

Rationale of Study - Knowledge sharing among teachers is crucial for improving instruction and student outcomes, especially in Tanzania's resource-limited secondary schools. However, there's limited empirical evidence regarding the factors influencing knowledge sharing among secondary school teachers in Morogoro Municipality. Methodology - The study combined quantitative and qualitative methods for insights. Quantitative data were collected from 175 teachers via questionnaires; qualitative data were collected from interviews with Heads of Schools and the DSEO. Data analyzed with SPSS 27, using descriptive and inferential statistics, including regression, to find participation predictors. Thematic analysis was used for qualitative data. Findings - Teachers share knowledge via peer sharing, mentorship, documentation, teaching activities, Communities of Practice, workshops, and seminars. These practices are informal and depend on individual initiative rather than systemic support. A regression analysis showed that ICT skills (β=0.312, P<0.001), policies (β=0.218, P=0.01), organisational structure (β=0.146, P=0.037), and leadership support (β=0.145, P=0.039) are significant predictors (P<0.05). Implications - The study indicates teachers’ knowledge sharing depends on organisational support, incentives, and technology, not just individual effort. It advocates for policies and practices that boost motivation, ICT infrastructure, leadership, and institutional knowledge-sharing. Originality - This study explores factors affecting knowledge sharing among secondary school teachers in Morogoro, Tanzania, focusing on individual, organisational, and technological influences. Teachers possess valuable knowledge that can aid learning, enhance practices, and reinforce organisational knowledge.