Determining the importance of knowledge continuity within the Department of Basic Education

Abstract

The problem statement of the study is that the basic education system in South Africa is failing to achieve the intended quality and standard of education required for its vital role in creating an enabling environment for empowered participation by all in the economy. The main objective of the empirical research study was to determine, by means of quantitative research, the individual and organisational factors and behaviour that might influence the future growth and sustainability in basic education institutions. A quantitative survey method was followed. The respondents consisted of 194 employees comprising principals, teachers and administration officials. A total of 133 completed questionnaires were received, which equates to 68.5% of the population. The survey was performed in six primary and secondary schools from the basic education system in South Africa. In the descriptive factor analysis process, principal component factor analysis was conducted, which described the five constructs that would influence growth and sustainability. The multiple analyses indicated that knowledge loss would have an exceptionally strong impact on knowledge and that knowledge, information and performance would significantly predict growth and sustainability. A structural equation model development strategy produced a knowledge continuity model aimed at enabling future growth and sustainability, based on the constructs confirmed in the factor analysis. The model indicated that there is a direct causal relationship between knowledge, information and performance with growth and sustainability. The regression analysis showed that most of the intercorrelations are significant, thereby confirming the theory.