Academic Records Management Practices among Public Primary School Head Teachers in Chalinze District, Tanzania

Rosemary Wilbald Assey & Nolasko Victory Mwinami
Jordan University College
A Constituent College of St. Augustine
University of Tanzania
P. O. Box 1878, Tanzania- East Africa
Email: asseyrosemary9@gmail.com

Abstract: This study investigates the management of academic records in public primary schools within Chalinze District, focusing on identifying the types of academic records managed, the practices employed, and the methods used to maintain these records. Employing a mixed-methods approach, the study utilized a descriptive research design incorporating questionnaires and interviews. Data were collected from 87 respondents, including heads of schools, assistant head teachers, and academic teachers, using a 49-item Likert scale questionnaire. Analysis involved mean scores and t-tests to assess significance. Findings indicate that primary schools in Chalinze District manage various records such as certificates, transcripts, academic performance records, attendance lists, and financial records. Head teachers play pivotal roles in ensuring comprehensive records management, including enrolment, attendance monitoring, and oversight of academic documentation. They also facilitate access to records for stakeholders and collaborate to ensure accuracy and completeness, particularly for students with special needs. Key records management practices identified include document capture, creation and classification of records, maintenance of storage, retention of valuable records, and disposition of obsolete records. The study concludes that effective records management is critical for school administration and recommends capacity-building initiatives and improved administrative practices to enhance records management in primary schools.