The Reality of Crisis Management in Public Schools of the Al-Qweismah District in Jordan in light of Knowledge Management Dimensions

Abstract

This study aimed to examine the extent to which the dimensions of knowledge management—organizational, social, and technological—are employed in managing crises within public schools in the Al-Qweismah District, with a particular emphasis on their role in addressing emerging challenges. The research adopted a descriptive survey methodology, and the study sample consisted of all principals of public schools affiliated with the Al-Qweismah Directorate of Education, totaling (121) participants. A specially developed and psychometrically validated questionnaire was utilized to assess the degree to which knowledge management dimensions are applied in crisis management and to identify the principal challenges encountered.

The findings revealed that the overall level of crisis management practices, in light of knowledge management dimensions, was moderate. This suggests the presence of a gap in effectively leveraging institutional knowledge to enhance crisis response capabilities. Moreover, the study found no statistically significant differences in the application of knowledge management practices based on gender or professional experience, indicating a shared set of organizational challenges among school leaders irrespective of these variables.

Based on these results, the study proposed several actionable recommendations, including: fostering an institutional culture that encourages the documentation and dissemination of professional knowledge and experiences among school stakeholders; developing flexible crisis management plans grounded in data analysis and scenario forecasting; leveraging technological tools—such as content management systems—to enhance information flow during crises; and establishing specialized, well-trained teams within schools capable of implementing knowledge management models in crisis contexts