A case study of district leadership using knowledge management for educational change

Purpose – The purpose of this paper is to examine the work of district leadership of a large Canadian school district in becoming a learning organization over four years using knowledge management practices. Design/methodology/approach – A qualitative study conducted from 2000‐2004 using a naturalistic research paradigm with the underlying principles of grounded theory. Data were collected from a sample of six supervisory officers through individual and focus group interviews. Findings – Using knowledge management practices, the senior leaders of a large school district organically developed a unified new amalgamated super‐district. They redefined their roles from managers to knowledge leaders in order to reshape the district into a learning organization that could positively respond to the continual changes being rained down on them. Practical implications – This paper offers insights that are both theoretical and practical on how senior leaders transform their role from operational managers to knowledge leaders for school improvement. The conceptual framework proves valuable in understanding how change can work in practice. Research limitations/implications – Although the study is limited by the specific context from which data were drawn, it offers useful lessons and direction for large districts undergoing major reforms. Originality/value – This paper highlights the role of senior leadership as knowledge leaders managing a district towards becoming a learning organization via organic processes that promote knowledge flow.