The Effectiveness of head teachers’ use of education information management systems and data management in Tanzania’s primary schools

The study examined the effectiveness of head teachers’ use of Education Information Management System (EIMS) and data management in Tanzania’s primary schools. The study was conducted in fifteen primary school in Wanging’ombe District, one of the districts in Southern highlands in Tanzania. The study employed a qualitative study approach to gain Head teacher’s insights on their effective use of education management systems to manage education data in schools. Fifteen (15) head teachers were purposively identified as unit of case study analysis and were interviewed. Documentary review method was conducted to learn about quality of data in schools as result of head teachers use of education management systems. Data was analyzed thematically and data saturation point guided decision on the theme that emerged during the analysis. The results revealed that, head teacher’s competence in the use of the system determined quality of school data and compliance to the standard of school data. Quality of data was jeopardized by headteacher’s inability in the use of the education management systems. It was concluded that, head teachers in schools lack technical skills that hinder having expected quality educational data on time. It is therefore, recommended that, for effective head teachers’ use of systems, there is a need for regular in-service training programmes to head teachers in schools