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