درجة ممارسة الإدارة المدرسية لعمليات إدارة المعرفة في مدارس البنين بتبوك
However, the important of practicing knowledge management in educational organizations, school administrations don't practice it very well. So, the aim of this study is to know the degree of practicing knowledge management by school administration in Tabuk boy schools. Thus, the questionnaire is used in this research. It was distributed to 479 persons. After the data has been collected, several statistical methods (frequentative test, percentage, average, t test for independent samples, ANOVA test, LSD test) have been used to process the data. It has been clearly seen from the results that the degree of practicing knowledge management is in middle degree in all operations, there are some differences that are statistically significant in degree 0.05 between the averages of the responses of the study sample in the first dimension and the second, third and fourth and the total dimensions variable depending on the level of education, and a variable of type school building in favor of the (government). There is no difference that is statistically significant in degree 0.05 between the averages of the responses of the study sample in the second and fourth dimension and the total dimensions variable depending on the number of years of service in education. The study concluded with a number of recommendations. First, the ministry of education should adopt knowledge management in schools by developing strategies and clear plans to practice them in schools, also by taking advantage of international experiences and expertise that are suitable for the school environment in Saudi Arabia. Second, the ministry of education should put special budget for knowledge management in schools and built special units for that in each department of education in Saudi Arabia. Third, the ministry of education should hold training courses and facilitate and participate in seminars and conferences for school directors. Also, all schools should be linked with departments of education in one network that allows the exchange of knowledge and reduce the gaps between the schools. Finally, the ministry of education should use the direction of the organizational structure hierarchy inverted in schools, and expand the use of modern communication systems, and motivate and encourage staff to share knowledge and work of cooperative and collective. (Published abstract)