International Journal of Humanities and Social Science Vol. 3 No. 1; January 2013 147 Creating Knowledge Practices in School: Exploring Teachers Knowledge Creation Lokman Mohd Tahir 1 Mehmet Ozay 2 Bambang Sumintono 3 Izuddin Matzain 4 Abstract The aim of this research is to explore the practice of creating knowledge in Malaysian normal stream school. This study employed Hargreaves (1999) model of creating knowledge in school as the main framework. The processes of creating knowledge involve four main practices; auditing the professional knowledge; managing the process of creating new knowledge; validating the professional knowledge that being created and dissemination of professional knowledge. The main objective of this research is the exploration on how the four elements suggested by Hargreaves (1999) were implemented in school. A total of a hundred questionnaires were distributed and were analyzed and ten in-service teachers were also interviewed. Key Words: Knowledge management, knowledge sharing and creating knowledge. Introduction The role of schools as disseminator of knowledge cannot be denied, and this is proven by the policies introduced by the governments such as, from the Razak Report 1956 to the National Key Results Areas (NKRA) in 2009 to strengthen the country‟s education system. Although a variety of new policies is introduced, the government‟s policies are consistent to the National Education Philosophy which aims to produce workers who are knowledgeable, honourable, responsible and capable of achieving high level of personal well-being as well as able to contribute to the harmony and prosperity of the society and the country (Kachar, 1989). To face the challenges in education, each school is now deposited with vision and mission that will be the future objective of the educational institution. Relying on the school vision, school leaders always try to create and think of the best alternative and strategies to improve teachers and students‟ performance. In discussing strategies to improve schools‟ academic capacities, and knowledge management is now intensively applied to the educational setting. Extensive research on knowledge management in journals, seminar papers, books and research papers proved that knowledge management is a vital consideration in maintaining the organizational capabilities and capacities (DiBella&Goiuld 1996). Hence, school leaders need to plan an effective educational system in upgrading the school to be the main source of producing quality graduates who later serves as the nation‟s workforce. Knowledge management is defined as an important approach that endorses the concept of learning organization (Wong, 2008; DiBella&Goiuld 1996) or memory organization (Weick, 1979). As a disseminator of knowledge, every school needs to practise knowledge management in order to redesign and updated schools‟ knowledge practises as part of their professional development process and internal training in enhancing teachers‟ performances. Hargreaves argues that the pattern of the present education is burdensome (Hargreaves, 1999). Therefore, schools also need to construct knowledge as a main asset to produce an effective and efficient school management. This new alternative in education management is considered as a success when information technology can be effectively managed. 1 Dr. Mehmet Ozay, Faculty of Education, University Technology Malaysia 2 Dr. Lokman Mohd. Tahir, Faculty of Education, University Technology Malaysia 3 Dr. Bambang Sumintono, Faculty of Education, University Technology Malaysia 4 Izuddin Matzain, Master Student, Faculty of Education, University Technology Malaysia