Education Stakeholders’ Experience in the Use of Public Employee’s Performance Management Information System (PEPMIS) in Monitoring Teachers’ Job Performance in Public Secondary Schools in Dar-es- salaam, Tanzania

Anchilius S. Rutashubanyuma, Evans O. Okendo, Eugene C. Lyamatane, & Prisca J. Rwezaura
Mwenge Catholic University, Tanzania
Email: anchilius2020@gmail.com/ anchilius2022@gmail.com

Abstract: This study investigated the education stakeholders’ experience in the use of public employee’s performance management information system (PEPMIS) in monitoring teachers’ job performance in public secondary schools in Dar-es-salaam, Tanzania. A convergent research design under a mixed methods approach was employed. The target population comprised 6,617 teachers, 192 school heads, 5 District Secondary Education Officers (DSEOs), and 5 Municipal Information Technology Officers (MITOs). Using a combination of Creswell and Creswell’s (2023) sampling recommendations and the Yamane formula, a sample of 402 participants was drawn, including 377 teachers, 17 school heads, 4 DSEOs, and 4 MITOs, selected through stratified random sampling and total purposive sampling. Data were collected using questionnaires, interviews, and observation guides. Instrument validity was ensured through expert review, while reliability testing of the teachers’ questionnaire yielded a Cronbach’s Alpha coefficient of 0.765. A pilot test and triangulation further strengthened instrument trustworthiness. Quantitative data were analysed using descriptive statistics, while qualitative data underwent thematic analysis. Ethical protocols, including informed consent, confidentiality, and anonymity, were observed. Findings revealed that PEPMIS enhances efficiency, accountability, and timely reporting in monitoring teachers’ job performance. However, challenges such as varying digital literacy, system navigation difficulties, and technical issues limit its full potential. The study concludes that PEPMIS is generally usable for monitoring teachers’ job performance in public secondary schools in Dar es Salaam. It is recommended that schools provide regular training and refresher sessions to improve teachers’ digital literacy and confidence in using PEPMIS.