Primary school teachers’ access to and utilisation of job-related information in Kinondoni district, Tanzania

The aim of this study was to examine primary school teachers’ access to and utilisation of job-related information in Kinondoni District. Specifically, the objectives were to examine teachers’ information needs; how teachers access the information; how teachers use the information; and challenges teachers face when accessing and using information. The study used a mixed research methods to collect and analyse data. The study used mixed method research involving 238 respondents from 13 primary schools in Kinondoni Municipality and the council head quarters. The findings from the study revealed that teachers need information to perform both teaching and non-teaching duties. Also, teachers, mostly access information from such places as school stores, the head teacher’s offices and the municipal council and from such sources as textbooks, syllabuses, guidebooks, colleagues, radio, television and seminars. Furthermore, the majority of teachers use the information for preparation of exercises, tests, and examinations; preparation of lesson plans; keeping school environment healthy and safe; defining school goals and developing strategies for achieving those goals; and for the identification of their rights and obligations. Moreover, the challenges teachers face when accessing and using information include limited access to computers with Internet connectivity and inadequate information search skills. Based on the findings, it is concluded that teachers can perform their duties better once relevant authorities identify relevant information. Also, teachers cannot adequately access information if there is no well organised and designated place for storing and managing information resources. Besides, the use of the information by teachers is crucial for creating conducive teaching and learning environment. Furthermore, due to lack of computers and Internet connectivity, teachers cannot enjoy the benefits of electronic resources. Thus, it is recommended that education authorities should identify relevant information resources for teachers to perform their duties; disseminate such information through well organised and managed places and sources; encourage and support teachers to make optimum use of relevant information; and equip schools with computers, internet connectivity and e-resources.