Usage patterns of Teachers' Continuous Professional Development Learning Management System in Primary schools in Tanzania

Abstract

This study aims to understand how primary school teachers in Tanzania use the Teachers' Continuous Professional Development (TCPD) Learning Management System (LMS). There is currently limited information about how effectively the LMS supports teachers' ongoing professional development through structured Communities of Learning. Without clear data on usage patterns, it is difficult to identify barriers to access and measure the success of the LMS in improving teacher training. To fill this knowledge gap, the study examined LMS log data over a period of one year (July 2023–June 2024). It specifically looked at how often teachers logged into the system, which modules they enrolled in, what resources they accessed, and from which regions they logged in. The analysis revealed that usage was highest during key academic periods, such as the start of school terms and exam preparations, suggesting that teachers engage more actively with the LMS during these critical times. Teachers predominantly accessed practical modules, including those related to curriculum guidelines and foundational education training. This indicates that teachers prefer resources directly applicable to their teaching tasks. There was also a noticeable increase in LMS access through mobile devices, highlighting the growing importance of mobile technology in teacher professional development. However, significant challenges remain, such as limited internet connectivity and varying digital literacy levels, particularly in rural areas. These issues create obstacles for equitable LMS usage. The study recommends targeted efforts to enhance internet infrastructure, provide digital literacy training, and improve mobile accessibility. Addressing these challenges can increase the effectiveness of the TCPD LMS, ensuring equitable and widespread professional development support for primary school teachers across Tanzania.