Utilisation of Electronic Record Management in Public Sector Primary Schools in Tanzania

Abstract This study explored the practices of utilization of electronic record management ( erm ) in public primary schools in Tanzania. The study employed a qualitative research approach, specifically a phenomenological research design. Data were collected using semi-structured interviews and focus group discussions from 39 participants from four schools in Pwani region. The thematic approach was used to analyse the data. The study indicated that erm is mostly practiced by school leaders and less by teachers. School leaders are using erm systems in processing examination results and financial record. Teachers mostly use papers, files, and counter books to keep their records. Moreover, the use of erm was affected by poor knowledge and skills, limited devices, a lack of readiness, a lack of funds, and a limited internet connection. Thus, use of erm in primary schools in Tanzania is still low and problematic, a thing that requires strategic government intervention to improve the situation.