Access to and use of work related information by primary school Teachers in Kihara Educational Zone, Kiambu County, Kenya

Abstract

Primary school teachers require relevant and timely information in order to perform their roles effectively. However, teachers in most public primary schools in Kenya have limited access to information sources partly because their information needs have not been adequately identified. Information sources accessed and used are usually limited to text books which are mostly geared towards preparing pupils pass examinations. The aim of this study was to investigate access to and use of work related information by primary school teachers at Kihara Educational Zone with a view to make recommendations for improving information services to primary school teachers. The objectives of the study were to: establish the various work roles and tasks undertaken by primary school teachers in the schools; determine the information needs of primary school teachers; ascertain the information sources accessible and preferred by primary school teachers; examine the challenges encountered by teachers in accessing and using the information sources; and recommend ways of improving information access among primary school teachers. The study was informed by the general information seeking of professionals’ model by Leckie et al. The study employed mixed methods research and concurrent triangulation design. The study population consisted of 137 teachers and 8 head teachers. Census was used to collect quantitative data from teachers through self administered questionnaires, while qualitative data was collected from head teachers using semi-structured interviews. Quantitative data was analyzed using descriptive and inferential statistics. Content analysis was used for qualitative data to identify trends and themes that were coded to show frequencies and relationships. The findings revealed that teachers in addition to teaching roles undertook many other roles such as administrators, mentors, counsellors, curriculum evaluators, assessors, role models and resource persons which needed varying types of information as input. Teachers needed information on teaching methods, classroom management, pupils’ motivation, assessment, professional development and current affairs. Further findings revealed that the schools had inadequate information sources to satisfy all teacher information needs. Teachers depended on limited information sources such as approved textbooks, personal notes and colleagues. Use of mobile technology was mainly to access current news and as means of communication. Challenges included: unavailability of needed resources such as audio-visuals, electronic sources and related technologies; lack of school libraries; absence of computers and broadband Internet connectivity; inadequate information literacy skills and heavy workload. In conclusion, primary school teachers performed many roles and tasks that required access to and use of varied information to satisfy their information needs. Teachers relied heavily on text books because these were readily available, easy to access and use. The study recommends regular information needs assessment among teachers; establishment of modern school libraries based on teachers’ information needs; implementation of integration of information and communication technologies in teaching and learning; regular on-job training courses to improve information literacy among teachers and provision of computers and internet broadband connectivity in schools