Knowledge Architecture: Teachers’ Knowledge-based Activities in Schools’ Educational System

This study aims to identify teachers’ knowledge-based activities within educational system. This is a descriptive study using survey method. The population consists of South Khorasan elementary and secondary teachers in 2012. The sample includes 488 subjects who were selected by quota. In order to collect the data, a researcher-designed questionnaire on knowledge architecture was employed. Validity and reliability of the tool were confirmed. The results suggested that: Architectural state of the teachers’ knowledge was less than desirable. Also, there is a significant difference between male and female teachers in terms of knowledge architecture components (individual ability, processes and strategies and knowledge-based behavior). In other words, female teachers overweighed the male ones in this regard. Moreover, the college where teachers graduated from had no impact on their knowledge architecture.