Leveraging Tacit Knowledge for Teacher Performance in Vocational Schools After-Break

Abstract

Purpose – The primary objective of this study is to examine the utility of tacit knowledge in enhancing the performance of vocational school teachers who have experienced a career hiatus. Additionally, it seeks to investigate strategies for vocational schools to provide improved support to their teachers in leveraging tacit knowledge to enhance performance, particularly through the promotion of work engagement. Furthermore, the study aims to present a framework for vocational school managers, facilitating the explicit articulation of teachers' tacit knowledge, thereby contributing to the creation and dissemination of new knowledge through effective knowledge management. Design/methodology/approach – In order to gather data for this research, an explanatory survey methodology is employed, with the study's focus directed towards vocational education teachers in the region of West Java. A meticulously chosen sample size of 360 teachers is selected, guided by specific experience criteria and employment within the foundation overseeing the Private vocational school. Structural equation modeling (SEM) serves as the chosen method for hypothesis testing in this study. Findings – This study finds that teacher work engagement serves as a crucial mediator in the relationship between tacit knowledge and performance among vocational school teachers. It is observed that increased tacit knowledge may unexpectedly lead to reduced teacher performance, emphasizing the complexity of this relationship. Tacit knowledge is identified as a valuable resource for addressing workplace demands within vocational education. Moreover, it exerts a significant influence on the motivation process of teachers, subsequently impacting their engagement and overall performance. Interestingly, engagement plays a mitigating role, counteracting the negative effects of suboptimal tacit knowledge utilization by teachers, allowing them to achieve better performance, although not always reaching their full potential based on their rich experiences. Consequently, work engagement emerges as a key mediator, facilitating the translation of tacit knowledge into effective teaching outcomes. These findings shed light on the intricate dynamics of tacit knowledge, engagement, and performance in vocational education, providing valuable insights for educators and policymakers. Originality/value – The originality of this research manifests in its concentrated exploration of the application of tacit knowledge to enhance the performance of vocational school teachers, particularly those who have taken a hiatus in their careers. Additionally, the study introduces a fresh perspective to the realm of vocational education by highlighting the potential outcomes of making teachers' tacit knowledge explicit, with a particular emphasis on work engagement and knowledge management. This novel approach contributes valuable insights to the field, paving the way for further exploration and development.