The impact of knowledge management elements on work performance among polytechnic lecturers in Selangor and the Federal Territory

Abstract

Knowledge management (KM) is increasingly recognised as a critical organisational capability for enhancing academic performance in higher education, particularly within teaching-intensive Technical and Vocational Education and Training (TVET) institutions. However, empirical evidence on how specific KM elements influence lecturers’ work performance remains limited. This study aims to determine the level of work performance among polytechnic lecturers and to examine the impact of individual KM elements on lecturers’ work performance in Malaysian polytechnics. A quantitative cross-sectional survey design was employed involving 320 lecturers from public polytechnics in Selangor and the Federal Territory. Data were collected using validated questionnaires measuring three knowledge management dimensions—organisational knowledge, knowledge reliability, and communication and knowledge sharing—and lecturers’ work performance. Descriptive statistics, Pearson correlation analysis, and multiple linear regression were conducted using IBM SPSS Statistics. The findings revealed that lecturers reported a high level of knowledge management practices (M = 4.09, SD = 0.475) and a very high level of work performance (M = 4.36, SD = 0.506). Pearson correlation analysis indicated a significant positive relationship between knowledge management and lecturers’ work performance (r = 0.507, p < .001). Multiple regression analysis further demonstrated that knowledge reliability (β = 0.455, p < .001) and communication and knowledge sharing (β = 0.283, p < .001) significantly predicted lecturers’ work performance, whereas organisational knowledge did not show a significant influence (β = –0.029, p = .707). The regression model was statistically significant (F(3,316) = 44.553, p < .001) and explained 29.7% of the variance in lecturers’ work performance (R² = 0.297). These findings showed the importance of reliable knowledge systems and active knowledge sharing in enhancing lecturer performance within the polytechnic education system. Strengthening institutional knowledge infrastructure and fostering collaborative knowledge practices may therefore contribute to improving academic effectiveness in the Malaysian TVET sector.