A Framework for Enhancing and Sustaining Knowledge Sharing Among Mathematics and Science Teachers

Abstract

Sustainable knowledge sharing among mathematics and science teachers is imperative to improve the ability of such teachers to enhance the way information is transferred to learners. South Africa ranked 37th out of 42 countries in an assessment to determine the ability of high school learners to conduct mathematics and science. There is, therefore, an urgent need to investigate how teachers can be empowered to enhance their ability to transfer knowledge of mathematics and science to improve the ability of learners to engage in these subjects. A post-positivist paradigm and quantitative survey design were employed to identify ways of knowledge sharing that will enhance the ability of teachers to transfer knowledge of mathematics and science to learners. The findings identified key barriers to knowledge sharing, including the role of school management in fostering a culture of knowledge exchange, time management, and limited opportunities for professional development. Based on the findings of the research, a framework is proposed to encourage knowledge sharing, which may ultimately improve teaching practices and learner outcomes in mathematics and science.

1. Introduction and Background

Mathematics and science, critical to national development, are viewed as some of the most challenging subjects in high schools [1]. However, these are also the subjects that most students struggle with. There are reports on underperformance in mathematics and science subjects at all school levels [2]. In an assessment of the ability of learners to engage in mathematics and science activities, South Africa ranked fifth from last out of 42 participating countries. The outcome is of particular concern, as high school learners require good grading in these subjects to advance to higher education. Limited abilities to apply mathematics and science negatively impact the ability of learners to engage in problem solving, logical thinking, and real-world applications such as understanding weather patterns and managing a budget. In addition, limited knowledge of mathematics and science also impacts the ability of learners to engage in innovation in fields like artificial intelligence, space exploration, and renewable energy [3]. Despite interventions outlined by the Department of Basic Education in South Africa [4], challenges in mathematics and science education persist. The grade 12 mathematics pass rate, set at 30%, reflects a concerning low standard set by the Department of Basic Education. In 2021, only 35% of matric learners, out of a total of 750,478 enrolled, attempted the final mathematics exam, with only 20% passing. The challenge of learners to engage successfully in mathematics and science subjects is influenced by factors such as curriculum developments, technological advances, and socio-economic disparities [5].

Teachers, who are tasked with equipping students for an increasingly complex world, face challenges in effectively sharing mathematics and science information in a way that learners can understand [6] (p. 2). To position South African teachers to improve the science and mathematics skills and competencies of learners, [7] (p. 18) propose that knowledge on how to effectively transfer information to learners be shared among teachers. The authors posit that knowledge sharing among educators can significantly improve science and mathematics teaching. Despite the growing emphasis on collaboration in mathematics and science education, teachers often operate in isolation, potentially hindering the exchange of effective teaching practices and impacting the quality of learning outcomes [8] (p. 66). This silo approach may lead to missed opportunities for curriculum and pedagogical innovation, exacerbating the challenges in mathematics and science education. Towards finding solution to advance the transfer of knowledge that can benefit mathematics and science teachers, the aim of this article is to present information on the intricate ecosystem of knowledge sharing with the aim of contributing to the broader goal of science and mathematics achievements in South Africa.

Considering the purpose of the research, the main research question that will be examined is: What key components should be included in a knowledge sharing framework among mathematics and science teachers to enhance strategies for knowledge transfer? Applying a post-positivist paradigm and survey design to gain input from respondents, the findings were used to propose a framework to advance knowledge sharing among mathematics and science teachers to advance teaching practices. Components relevant to a number of existing theories such as the community of practice (CoP) theory, knowledge sharing (KS) model, knowledge sharing capacity (KSC) model, socialization, externalization, combination, and internalization (SECI) model, and social exchange theory (SET) have been used to create the questionnaire to obtain insights from respondents on how knowledge sharing among mathematics and science teachers can be improved. Details on the components considered to collect data and propose a framework for knowledge sharing are presented in the conceptual framework section that follows.

2. Conceptual Framework Towards Data Collection and Knowledge Sharing Framework Design

Knowledge sharing is increasingly recognized as essential for professional development among educators, particularly mathematics and science teachers [9] (p. 1052). Understanding the factors that shape knowledge sharing is crucial for fostering an effective environment in which teachers can engage in sharing experience and expertise in teaching mathematics and science subjects to high school learners. To explore key components to consider in advancing knowledge sharing, several theories were considered. These included the Community of Practice (COP) theory, Knowledge Sharing (KS) model, Knowledge Sharing Capability (KSC) model, Social Capital Theory (SCT), Social Exchange Theory (SET), and Voluntary Information and Knowledge Sharing (VIKS) model. The COP, SCT, and SET models emphasize individual factors that affect knowledge sharing, while the KS, KSC, and VIKS models focus on organizational influences. These theories highlight that effective knowledge sharing relies on trust and reciprocity, creating a culture in which educators feel encouraged to exchange ideas. The COP, KS, SCT, and SET models underscore the importance of social contexts in learning, suggesting that knowledge sharing thrives within networks of shared interests, supported by components relevant to organizational support, as proposed by models such as VIKS. Although no single model included all components to consider in knowledge sharing to advance teachers’ ability to advance their teaching practices, the integration of components of the models offers a comprehensive understanding of the factors influencing knowledge sharing behaviors among mathematics and science teachers.

The proposed conceptual framework indicated in Figure 1 delineates four key areas, each interconnected and integral to understanding the dynamics of knowledge sharing. These include individual, organizational, information and communication technology (ICT), and knowledge sharing strategies. The proposed components of the conceptual framework created provide a comprehensive guide that could be used to collect data on knowledge sharing practices among mathematics and science teachers.

Understanding the dynamic interplay of factors that shape knowledge sharing among teachers is crucial to foster a vibrant and effective educational ecosystem. In terms of organizational factors, the organizational culture, structure, leadership support, and resource availability influence teachers’ willingness to share knowledge. A supportive organizational environment that values collaboration and provides recognition for knowledge sharing can significantly impact the willingness of teachers to collaborate with others [10] (p. 110). If an organizational context supports knowledge sharing, teachers are more willing to communicate with one another to share expertise about how to teach mathematics and science subjects. Trust, reciprocity, and recognition of teachers’ efforts further promote knowledge sharing among peers [11] (p. 226). Technology has revolutionized knowledge sharing by facilitating searching, effective access, and information retrieval, while fostering seamless communication and knowledge exchange. It serves as an important tool for connecting people, facilitating interaction, and providing access to data that support daily teaching activities [12] (p. 120). Physical distance between teachers can be overcome by using technology and can encourage online communities of practice as examples of knowledge sharing strategies. There is an emphasis on the importance of using a variety of tools to encourage knowledge sharing [13]. This may lead to the identification and acceptance of strategies where engagement can be established with more knowledgeable others, mentors, and international networks through blogs and social media networks.

In essence, the conceptual framework provides a holistic lens through which to view the interconnected dynamics of knowledge needs and knowledge sharing among mathematics and science teachers. The framework sheds light on the dynamics that can shape a culture of knowledge exchange. It seeks to empower mathematics and science teachers to navigate the ever-evolving sector of education, fostering an environment in which collaborative learning thrives.

3. Brief Literature Review

Knowledge sharing is increasingly recognized as a vital component of knowledge management. The goal of knowledge management is to enhance organizational performance, innovation, decision making, and learning capabilities [14]. It encompasses four key processes: knowledge creation, storage, application, and sharing. Knowledge sharing, the focus of this article, is a deliberate process of exchanging information and experiences within a community [15] (p. 142). Knowledge sharing practice involves the intentional exchange of information and experiences within a community, supported by established routines and systems [9] (p. 1049). It includes not only explicit knowledge, but also tacit knowledge and innovative teaching methodologies [16] (p. 248).

Effective knowledge sharing practices are related to better professional growth to advance learner outcomes. Poor learner performance in mathematics and science often stems from teachers’ inadequate subject knowledge [6] (p. 6). Additionally, changes in curricula require the continuous adaptation of one’s own knowledge that can be learned from others, to improve personal skills and abilities to transfer subject knowledge in such a way that will improve learners’ understanding [17] (p. 820). Research, including [18] (p. 72), [19] (p. 102877), and [20] (p. 5), asserts that knowledge sharing is crucial to improving mathematics and science education by encouraging teachers to engage in lifelong learning to adapt to new pedagogical approaches and curriculum changes.

Individual motivation to advance skills plays a significant role in taking the step to participate in knowledge sharing. Effective knowledge sharing strategies, including mentorship programs and professional learning communities, are essential to create a collaborative learning environment [10] (p. 110).

Despite the recognized importance of knowledge sharing, there is a notable gap in research that specifically focuses on mathematics and science teachers. Most studies tend to address broader educational contexts, leaving a lack of targeted insights into how knowledge sharing among mathematics and science educators can improve their professional development and teaching practices [21] (p. 34). Most studies are geographically dispersed, with substantial research conducted in countries like China, the Netherlands, and Norway, while African contexts remain underexplored [22] (p. 570); [23] (p. 14). This underscores the necessity to investigate how the contextual components mentioned in the conceptual framework impact knowledge sharing among mathematics and science teachers [24] (p. 35). Understanding the conceptual components is crucial to devising effective strategies that can improve the teaching practices and professional development of mathematics and science teachers in South Africa. The general scarcity of research on the effectiveness of knowledge sharing in schools emphasizes the need to investigate strategies that can enhance collaboration among mathematics and science educators in South Africa.

4. Methodology

This study employed a quantitative research approach to investigate knowledge sharing practices among mathematics and science teachers. This approach facilitates the collection of numerical data that were statistically analyzed, offering objective insights into the patterns and trends of knowledge sharing within educational contexts. The way the data were analyzed was informed by the post-positivist paradigm. The post-positivist paradigm acknowledges the complexity of social phenomena, which are to be examined by objectively interpreting the data, while also interpreting the findings considering the social context in which data have been collected [25] (p. 4). The reality was shaped by drawing from various perspectives related to knowledge sharing among mathematics and science teachers.

Data were gathered through a structured questionnaire, designed to assess various dimensions of knowledge sharing among teachers. The questionnaire aimed to obtain the views of the participants related to their perceptions, behaviors, and experiences in knowledge sharing. A purposive sampling technique was used to select participants for this study. Due to the geography of South Africa, teachers from schools in Gauteng province were targeted. This province was selected because it encompasses the largest population of citizens in the country. Ten percent (10%) of the total population of 800 high school teachers was selected. The sample consisted of 80 mathematics and science teachers from a diverse range of Gauteng schools, ensuring representation from both public and private institutions. Data coding was performed to prepare the data for analysis, allowing for the application of various statistical techniques. Of the 80 selected respondents, only 59 completed the survey. The survey data collected were analyzed using IBM SPSS Statistics version 29. Inferential statistics, including correlation and regression analyses, were conducted to explore the relationships between different variables, such as the impact of organizational culture on knowledge sharing practices. The results were interpreted to identify key components that could be included in the development of a framework to advance knowledge sharing between mathematics and science teachers.

5. Findings and Discussions

In schools, the collaborative sharing of knowledge among educators serves as a catalyst for professional growth, but also as a fundamental driver of innovation in teaching practice. Linked to key components and categories of aspects that can influence knowledge sharing according to the conceptual framework discussed above (see Figure 1), the dynamics of participation among mathematics and science teachers were woven through individual perceptions, organisational dynamics, the role of ICTs, and knowledge sharing strategies.

5.1. Theme 1: Individual Factors

Individual factors critical to teachers’ engagement in knowledge sharing practices include their knowledge needs, attitudes, perceptions, and behaviors. Individual factors that influence knowledge sharing are closely related to the knowledge-sharing capability model [26] (p. 372), which emphasizes that motivation, capacity, relational capital, and trust influence the willingness of mathematics and science teachers to engage in knowledge sharing practices. The importance of exploring these factors is important, as teachers serve as both contributors and recipients of knowledge [27] (p. 486). As per the inputs provided by respondents, individual reasons for engaging in knowledge sharing expand the four key components [28] (p. 371) to include personal relationships, a collaborative culture, and a positive attitude towards sharing and learning new skills and knowledge. These motivations align with the views of [29] (p. 23), who explain that personal relationships and positive attitudes towards expanding one’s knowledge and skills are some of the main reasons people engage in knowledge sharing.

Positive attitudes towards knowledge sharing garnered strong support from respondents, emphasizing the role of professional development in shaping knowledge sharing attitudes. Positive attitudes towards knowledge sharing correlate with active participation. Similarly, the authors of [30] (p. 17) and [31] (p. 223) argue that negative experiences can deter engagement. Understanding mathematics and science teachers’ attitudes towards advancing their own learning is essential to improve understanding of knowledge sharing behaviors [32]. In a question about what motivates respondents to engage in or refrain from knowledge sharing, the following responses were identified, according to

Table 1. Views on knowledge sharing.

Reasons to Participate in Knowledge Sharing	%	Reasons to Refrain from Knowledge Sharing	%
Learn how to transfer information aligned with student learning styles	39%	It is intimidating as one might judge it.	10%
Sharing knowledge enriches understanding of the subject matter.	23%	Sharing knowledge can be harmful.	3%
Professional growth that can be achieved through engaging with others	20%	Sharing knowledge with others is useless.	5%

.

Table 1 provides valuable information on teachers’ perceptions of knowledge sharing. Most of the respondents indicated that there are positive reasons for sharing knowledge such as the ability to learn about changes in the curricula and how to deal with students who have various learning styles. However, there are also those who are afraid of knowledge sharing activities. Some participants feel intimidated by the prospect of sharing knowledge due to fear of judgment, frustration with difficulties in understanding shared messages, and not seeing the advantage of engaging with others. These barriers underscore the need to address social and communication issues to foster a more inclusive knowledge sharing environment [29] (p. 24). Those motivated by professional growth were more inclined to share knowledge, supported by confidence, openness to feedback, and a sense of belonging [33] (p. 283). On the contrary, factors like lack of trust, fear of judgment, and competitive mindsets hinder collaboration [34] (p. 86). To cultivate a supportive culture, targeted interventions are necessary to improve teacher confidence, promote a growth mindset, and foster camaraderie [31] (p. 224). Addressing these aspects can improve the flow of knowledge, ultimately benefiting both teaching practices and learner outcomes.

5.2. Organizational Aspects

Organizational factors impact knowledge sharing [35] (p. 300), as teachers operate within broader systems shaped by structures, policies, and leadership styles.

Table 2. Organizational aspects that influence knowledge sharing.

Enabling Organizational Factors to Support Knowledge Sharing	%	Preventive Factors That Negatively Impact Knowledge Sharing	%
Management support towards knowledge sharing	54%	Lack of time due to work pressure	52%
Strong organizational culture that supports knowledge sharing	26%	Lack of activities to cultivate a culture of knowledge sharing	28%
Inter-departmental interaction	8%	Stifling the work environment	10%
Participation in Task Teams	6%	Limited technology to engage with others online	5%
Rewards and incentives for knowledge sharing	4%	Lack of human resources to support knowledge sharing	3%
School policies to promote knowledge sharing	2%	Lack of knowledge on where to find colleagues to engage with	2%

distinguishes between the enabling and preventive organizational aspects that influence the sharing of knowledge among mathematics and science teachers for example 54% of the respondents emphasized the importance of management support, aligning with the literature that underscores the transformative role of leadership in education [36]. Effective leadership is crucial for fostering a culture of knowledge sharing, where active participation and recognition from management serve as key motivators for educators. Creating a supportive environment encourages more teachers to participate in collaborative knowledge exchange.

Table 2 highlights the critical role of management support in knowledge sharing, with 54% of respondents recognizing its importance. Strong leadership is crucial for fostering a culture of knowledge exchange [31] (p.224). Research, such as [37] (p. 168), further emphasises that managerial support is vital for successful knowledge sharing initiatives. In addition to management support, an organizational culture, defined by shared beliefs, policies, and norms, can further facilitate knowledge sharing activities [38]. A positive work environment is essential for promoting collaboration and open communication [32]. Introducing peer engagement programs and integrating knowledge sharing contributions into performance evaluations could further enhance participation in knowledge sharing practices. Empowering teachers to lead staff development sessions reflects a commitment to valuing individual contributions and fostering a collaborative environment.

However, there are areas that require improvement. As 52% of the respondents indicated that they cannot participate in knowledge sharing activities due to work pressure, it may be prudent for school management to review the workload of mathematics and science teachers. Time constraints and workload emerged as significant barriers to knowledge sharing. These challenges hinder collaboration, pointing to the need for a balance between workload management and opportunities for knowledge exchange [32]. The lack of internal training opportunities to cultivate a culture of knowledge sharing, as identified by 28% of the respondents, exacerbates the need for school management to consider multifaceted approaches to improve knowledge sharing practices. Streamlining administrative tasks and allocating time for professional development could facilitate greater participation in knowledge sharing efforts. In addition to managing administrative tasks, a well-defined knowledge management policy can significantly enhance organizational knowledge sharing practices [21] (p. 110). Among those who recognized this policy, respondents noted its emphasis on encouraging teamwork and collaboration both within and outside the school.

The findings related to the organizational influence on knowledge sharing, as per Table 2, indicate a mix of positive and negative perceptions that influence knowledge sharing. Where management support, organizational culture, interaction with others in teams, incentives, and policies can support knowledge sharing, heavy workloads, limited support for administrative activities, and stifling work environments can have a negative effect on knowledge sharing.

5.3. Theme 3: Information and Communication Technologies (ICTs)

While individual and organizational factors significantly influence the sharing of knowledge among teachers, the role of ICT is equally important [39] (p. 47); [40] (p. 27). ICT facilitates online communities of practice and enables real-time collaboration, revolutionizing the way teachers connect and exchange knowledge [41] (p. 1475).

The results of this study revealed that 88% of respondents prefer to engage with their peers online to share information and knowledge. Although 22% indicated that they would prefer face-to-face engagements, there was also acknowledgement that it is not always possible to physically meet due to the geographical spread of mathematics and science teachers in the Gauteng province and nationally. The high agreement rate regarding the value of using ICT tools to share knowledge aligns the assertion about the importance of reliable technology in supporting remote collaboration [42]. ICT access is essential to overcome physical limitations and to foster continuous professional development among educators. Moreover, the recognition of professional and social networks as enablers highlights the value of virtual communities and online platforms in promoting collaboration among educators [43] (p. 261). Despite the general positive sentiment towards technology, the 22% disagreement points to potential gaps in access, training, and infrastructure that need to be addressed. Enhancing online knowledge sharing platforms and collaboration tools is crucial to effectively supporting collaboration and engagement among teachers.

5.4. Theme 4: Knowledge Sharing Strategies

Beyond individual, organizational, and ICT-related factors, the broader component of knowledge sharing strategies significantly influences knowledge exchange among mathematics and science teachers in Gauteng. Knowledge sharing strategies encompass systematic and purposeful approaches aligned to the needs of organisations and individuals to facilitate the effective exchange of knowledge [44] (p. 25). Knowledge sharing strategies can be informed by policies, structures, and processes, or by individual needs to obtain knowledge to advance individual career goals. A conducive environment for knowledge sharing can be established when strategic elements such as collaborative partnerships, accessible facilities, and effective information systems are in place [45] (p. 82). Knowledge sharing strategies provide opportunities for teachers to enhance meaningful dialogue, share experiences, and collectively develop innovative approaches to advance educational practices [21] (p. 110). Various authors suggest several strategies that can be used to share knowledge. For example, [6] (p. 330) focusses on storytelling, while [9] (p. 164) suggest teamwork as a knowledge sharing method. Aligned to teamwork, [40] (p. 580) propose the use of formal work groups that collectively collaborate towards the achievement of shared goals. Observations and opportunities for engagement can advance knowledge sharing, according to [46] (p. 7), while [40] (p. 48) emphasize the importance of mentorship programs to advance knowledge sharing. Other authors such as [47] (p. 268) are of the view that the best way to share knowledge is through communities of practices where teachers can collaborate in groups through regular meetings to discuss issues that they may experience in classrooms. Communities of practice stimulate ongoing dialogue and reflection and have a long-term influence on the development of skills to teach subjects such as mathematics and science. Aligned to communities of practice, [48] (p. 4364) proposes that online platforms and social media be used to bring together individuals and groups that can share knowledge. WhatsApp groups can, for example, promote the exchange of information and facilitate ideas about innovative teaching practices. Each strategy has its own benefits and serves a unique purpose in sharing knowledge among teachers. Regarding the questions about the strategies preferred by respondents to share knowledge about mathematics and science teaching, a strong consensus was received on the value and importance of using four key strategies, as presented in

Table 3. Preferred knowledge sharing strategies.

Preferred Knowledge Sharing Strategies	Percentage
Opportunities to engage in teamwork as part of formal groups	32%
Social networks	28%
Peer observations	25%
Communities of practice	9%
Storytelling	6%

.

About 32% of the respondents supported the opportunity to participate in teamwork as part of formal groups. As highlighted by [49] (p. 487), empowering teachers in this way fosters a culture of collaboration and enhances knowledge sharing. The selection of teamwork emphasizes the importance of being involved with shared expertise [49]. Creating such a peer-to-peer learning environment, as argued by [32], improves mutual support and engagement among educators. The use of social networks to share knowledge was selected as important by 28% of the respondents. Though sharing information on social networking platforms can provide quick fixes for areas where teachers are unsure about how to educate students, the lack of feedback to verify and strengthen teaching skills may be problematic [50]. The absence of collaborative PD sessions restricted knowledge transfer, underlining the need for deliberate collaboration efforts among teachers. Peer observations, selected as the third preference of knowledge sharing strategy by respondents, provide opportunities observe how mathematics and science topics are being taught. Such peer observations can be made either face-to-face or by using online tools such as videos [39]. While peer learning and interpersonal interactions were strongly emphasized, it is crucial to ensure access to diverse learning channels, such as videos, to provide opportunities for professional growth that will benefit student learning.

Communities of practice (COPs) and storytelling were the least favored channels, with only 9% and 6% of respondents, respectively, identifying them as preferred knowledge sharing strategies. These results may be the result of a limited previous exposure of respondents to these community of practice strategies [51] (p. 272). Overall, the results illustrate a diverse array of knowledge sharing opportunities that mathematics and science teachers are interested in. Engagement in teamwork serves as a foundational pillar, followed by social media communication, to tap into the knowledge of more knowledgeable others. The main selected strategies show the commitment of teachers to share knowledge and discuss improved teaching practices with others. Schools can improve knowledge sharing by ensuring access to diverse communication methods and promoting frequent opportunities for interaction.

6. Enhanced and Continuous Knowledge Sharing Framework

Linked to the results on the four key components of advancing knowledge sharing, as proposed in the conceptual framework of this research, an enhanced and sustained knowledge sharing framework among mathematics and science teachers is proposed as the solution to the key research problem. Considering individual, organizational, and ICT factors, and knowledge sharing strategies, the proposed framework seeks to propose ways in which teaching practices for mathematics and science subjects can be improved to ultimately improve student learning outcomes, thereby advancing the quality of education in mathematics and science.

Recognizing the urgent need to improve student competencies in mathematics and science subjects [52] (p. 17), the proposed framework emphasizes increasing engagement and facilitating knowledge sharing. The Enhanced and Sustained Knowledge Sharing Framework, depicted in Figure 2, integrates insights from individual, organizational, and ICT factors alongside effective strategies to improve knowledge sharing practices in educational settings. It delineates the essential components of knowledge sharing models, emphasizing the interaction between motivation, capacity, relational capital, and trust. Additionally, it highlights organizational factors such as time allocation, reward systems, teamwork, and leadership support as critical elements that influence knowledge sharing behaviors, reinforcing the need for a supportive environment for effective collaboration among educators.

In terms of the proposed enhanced and sustained knowledge sharing framework, individual factors to ensure effective knowledge sharing require needs, motivation, capacity, networks, and trust. Trust is particularly crucial, as teachers need to be able to share knowledge and expertise in an environment where they feel safe, supported, and able to think innovatively [54] (p. 373). Teacher capacity building requires interaction with colleagues so that new and effective ways of teaching mathematics and science can be shared. Effective sharing requires teachers to develop skills in identifying needs and utilizing ICT tools. Strengthening teacher self-efficacy through workshops and peer coaching can enhance this capacity. Relational capital, which encompasses trust and social connections, fosters an environment conducive to knowledge exchange. The proposed framework emphasizes building relational capital through networking and social events, while informal interactions enhance collaboration among educators. A strong sense of community further motivates teachers to share knowledge, underscoring the interplay among individual factors within the organizational context.

The interplay between individual needs and organizational support to advance knowledge sharing stresses the importance of organisations creating environments that support innovation and creativity. Issues within organisations that negatively impact the support offered to individuals by organisations to enhance knowledge sharing, such as functional silos, a lack of effective knowledge sharing policies, and time constraints, must receive particular attention [55] (p. 4). A positive culture that promotes open communication and risk taking is vital for professional development [36]. Cross-departmental collaboration can enhance relational capital and facilitate knowledge flow, enriching the knowledge sharing environment [56] (p. 72). Developing clear policies with defined goals to promote knowledge sharing is essential, and so is the support required from leadership [57] (p. 6). Recognizing that motivation drives engagement, leaders must encourage teachers to engage in a variety of knowledge sharing practices by rewarding contributions and participating in knowledge sharing practices to reinforce these behaviors [58] (p. 235). To create a vibrant environment for knowledge exchange, schools must adopt a continuous cycle of implementation, reflection, and improvement. This includes mechanisms for reflection, evaluation, and feedback, such as peer review processes and knowledge need analyses, to ensure the relevance and efficiency of shared knowledge [59] (p. 224). Effective change depends on ongoing feedback, which can be collected through surveys, focus groups, and open discussions [60].

Although organizational support will positively contribute to knowledge sharing, ICTs are essential to create the infrastructure to participate in such knowledge sharing activities. Schools should invest in user-friendly ICT networks, including learning management systems, social media, and collaborative software, to strengthen relationships and facilitate knowledge exchange [61] (p. 1842). By integrating ICTs into daily practices, such as using online resources, teachers can make knowledge sharing a routine aspect of their work [62] (p. 66). Structured and informal initiatives for knowledge sharing among teachers can be created using technology tools. Schools are encouraged to use social networks to expand knowledge sharing opportunities [63] (p. 932). Although respondents indicated a preference for learning through interpersonal interactions, the need was also expressed to engage through social networks for quick solutions when urgent information on how to share mathematics and science curriculum information is needed. Schools are encouraged to explore new technologies and strategies for knowledge sharing. Tools like Google Forms and integrated management systems can streamline data collection and analysis, allowing for immediate adjustments to maintain the effectiveness of initiatives.

Sustainability can be achieved by promoting a dynamic knowledge sharing ecosystem, as supported by recent research highlighting the importance of reflection, measurement of skills, and change management to enhance knowledge sharing initiatives [64] (p. 160). Allocating resources and time to advance innovative approaches can lead to transformative insights. Sharing these insights within school communities fosters transparency and encourages continuous improvement. Teachers can enhance their knowledge sharing capacity through self-reflection and ongoing learning opportunities, aligned with their professional growth goals [63] (p. 935).

7. Recommendations

The proposed enhanced and sustained knowledge sharing framework lends itself to several suggestions for improving the practice of knowledge sharing among mathematics and science teachers. Knowledge sharing is seen as a major intervention in enriching the intellectual and scientific basis of teaching, particularly among mathematics and science teachers. Schools must understand the knowledge needs of teachers so that they can develop and implement targeted strategies that leverage the influence of social networks on knowledge sharing behaviors among educators. This can be achieved by increasing awareness of the value of knowledge sharing and encouraging closer collaboration among teachers from different schools so that they can share their experiences with one another. Organizational support, particularly related to management/leadership support, is imperative to foster a positive organizational culture that values collaboration, celebrates success, and promotes continuous learning. Promoting such support can be achieved by formalizing knowledge sharing policies to provide a structured framework for promoting and sustaining collaborative learning initiatives. The author of [30] (p. 26) further encourages school management to encourage teachers to integrate knowledge sharing within their daily routines and practices. This may involve creating structured mechanisms for sharing knowledge through uploading teaching plans on, for example, Google docs. Integrating reward systems, such as flexible workdays, can motivate staff participation. The goal is to create an environment that fosters professional growth and improves the quality of mathematics and science teaching. Successful implementation relies on adequate resources, including knowledge management experts, IT infrastructure, dedicated budgets, and facilities. The framework advocates a dual approach to knowledge sharing, emphasizing both formal and informal channels. Establishing communities of practice and team structures can enhance a culture of shared knowledge among educators.

8. Conclusions

The research represents a significant contribution to the understanding of knowledge sharing in schools, particularly by illuminating the influential aspects at the level of individual, organizational, and knowledge sharing strategies that shape knowledge sharing practices among mathematics and science teachers. The contributions of this research extend beyond the immediate scope, offering insight into the unique landscape of knowledge sharing among mathematics and science teachers relevant to the broader South African landscape. This research marks a novel departure from the conventional narrative, presenting a pioneering exploration into knowledge sharing as a professional development tool for mathematics and science teachers. The research findings revealed that individual factors, such as knowledge needs, attitudes, and perceptions, significantly impact knowledge sharing. Additionally, supportive organiational cultures, decentralized structures, and effective incentives promote knowledge exchange. ICTs directly influence knowledge sharing by providing structured and informal information sharing infrastructures. The study offers valuable insights and practical recommendations to enrich and sustain knowledge sharing practices, advocating for the integration of the proposed framework into school policies and practices to stimulate transformative change in teacher development and student learning outcomes. Practical recommendations are offered to schools and policy makers to create supportive environments that encourage knowledge sharing among mathematics and science educators.