TEACHERS’ RESOURCE USE COMPETENCE AND LEARNERS’ ACQUISITION OF COMMUNICATION AND DIGITAL LITERACY SKILLS IN PUBLIC PRIMARY SCHOOLS IN ILEJE DISTRICT, TANZANIA

Abstract

This study examined the influence of teachers’ resource use competence on learners’ acquisition of communication and digital literacy skills in public primary schools in Ileje District, Tanzania. This study used a convergent parallel mixed methods design with a pragmatism paradigm. Questionnaires were used to collect quantitative data and classroom observations, focus group discussions and interviews were used to collect Qualitative data. Quantitative data were analysed using descriptive statistics, whereas qualitative data were analysed thematically. Results revealed that teachers typically developed teaching materials in line with the learning objectives (M = 4.05, SD = 1.20). The schools, however, had poor computer laboratory facility (M = 1.32, SD = 0.47), limited electricity and internet facility (M = 1.41, SD = 0.82), and poor teacher training in educational technology (M = 1.52, SD = 0.51). These constraints limited effective resource utilization and learners’ opportunities to develop communication and digital literacy skills. The study concludes that teachers’ resource use competence is essential for developing these competencies but depends on adequate instructional resources, digital infrastructure, and continuous professional development. The study suggests for more investment in digital infrastructure and instructional resources, in conjunction with regular in-service teacher training to strengthen technology-enhanced instruction.