In applying both perspectives knowledge is perceived into two types which include tacit or implicit knowledge and explicit or objective knowledge (Hislop, 2013). Regarding tacit knowledge, Hisplop (2013) describes it as: "...knowledge that is difficult to articulate in an explicit form, is considered more informal, more personal and individualized, less rigorous and highly subjective, being embedded in the cultural context values ​​and assumptions of those who own and use it" (p. 18). On the other hand, explicit knowledge is described by Hislop (2013) as "...expressed in a formal and systematic language and shared in form of data, scientific formulas..." (p. 18-19). Both types of knowledge according to Hislop (2013) are used differently by both the objectivist and practice-based perspectives. The objectivist prefers the use of explicit knowledge and argues that both types of knowledge are separate from each other and believes that tacit knowledge can be converted to suit its process of codifying information to make it more transferable (Hislop, 2013). The practice-based perspective, in contrast, believes that both types of knowledge are inseparable and work together to develop partly explicit knowledge and especially a management system that focuses on activities involving both mind and body (Hislop, 2013). These differences will undoubtedly generate both problems in the challenges of applying information management in an organization. The lead teacher position, due to the district's educational philosophy of generating and following a rigid curriculum, will consequently encounter challenges that lead teachers to adopt a practice-based perspective in an environment that follows an objectivist perspective in