ICT Literacy among Teachers and Administrators in Secondary Schools towards Effective Management of Students Academic Records in Tanzania --The Case of Arusha City Council

The use of Information and Communication Technology (ICT) within schools is an infusing aspects of school practices that benefit all staff and school activities including both teachers and students at large. Tanzania has made several efforts to achieve this but little has been done to determine the readiness of secondary school teachers and administrators in terms of their literacy in using ICT infrastructure and tools to effectively manage students? academic records. This study aimed to assess the level of ICT literacy among teachers and administrators towards effective management of students' academic records in secondary schools in Arusha City Council. Data was collected through survey using interviews and questionnaires where by 120 respondents were involved from 10 secondary schools. Analysis of quantitative data was assisted by SPSS (Version 22.0) utilizing descriptive statistics for frequencies, mean, and standard deviation, and presented in form tables. Qualitative data were thematically analyzed and presented in form of tables and paraphrasing. The study found that majority of teachers have attended ICT trainings and are competent in word processing application but do not use computers to manage students? academic records. Keeping students' records using ICT helps to improve managerial capacity of schools and students' academic performance by providing easy access to students? examination results, tracking progress, serves time in processing reports and assist to making informed decisions. Recommendations include supply of ICT tools and facilities in secondary schools and empowering teachers on using them to manage students? records. There should be clear standard of records keeping practices which can accelerate decision making and improving information sharing.