The Impact of Knowledge Management System on the Sixth-Grade Teachers' Professional Development in Birjand

The aim of this research was to study the effect of knowledge management system on teacher professional development. This quasi-experimental study with control group pre- and post-test design included a statistical population of 110 sixth grade teachers in Birjand in the academic years of 1392-1393. The sample was selected by following purposive systematic sampling method according to educational level, work experience and computer knowledge. They were accordingly divided into one control and one experimental group with 20 participants, who took a pre-test, experienced the treatment (i.e. the independent variable) for four months and finally sat for a post-test. The collected data was analyzed by using descriptive and inferential statistical methods (e.g. MANCOVA). A questionnaire was developed on the basis of the standards of Maryland University to evaluate the teachers' professional development. The face validity of the questionnaire was confirmed by experts and its construct validity was previously confirmed in a study by Ayobi (2014). The reliability of the instrument (i.e. 0.93) was calculated by using Cronbach's alpha. It was used knowledge management system as mediator. The knowledge management system specially developed for the sixth grade teachers was considered as the mediator variable. The results showed that knowledge management system enhanced the teachers' professional development and positively affected the nine components of professional development, namely educational design, specialized knowledge, cooperation and collaboration, practice teaching, educational technology, assessment, research orientation, learning environment and teacher development and growth.