Teachers’ Perspectives on e-Mrejesho Expenses in Tanzania: Evidence from Public Primary Schools in Dar es Salaam City Council

Abstract

This study examined public primary school teachers’ perceptions of the costs associated with Tanzania’s e-Mrejesho complaints-reporting platform. Although the Government of Tanzania introduced e-Mrejesho to strengthen accountability in service delivery, its utilisation remains low among public service users. Limited evidence exists on whether teachers understand the platform’s cost structure or whether misconceptions about internet, smartphone, and airtime requirements discourage use. Prior studies on digital governance have focused mainly on institutional adoption, offering little insight into how teachers interpret the costs of digital reporting tools. Guided by
Sensemaking Theory, this study examined how plausibility, identity, environmental cues, and social influences shape teachers’ perceptions of the costs of e-Mrejesho. A cross-sectional survey of 355 teachers was conducted using structured questionnaires. Results show that although 64.2% of respondents experienced service failures, only 11.1% used e-Mrejesho to report them. Misconceptions were widespread, with 50.9% believing the platform required internet access, 18.4% thinking a smartphone was necessary, 16.1% assuming vouchers were needed, and only 14.7% perceiving no cost. These findings indicate limited awareness of the platform’s cost-free USSD and
SMS channels. The study concludes that inaccurate cost perceptions contribute to low uptake and recommends targeted awareness campaigns and stakeholder training to improve understanding of accessible and affordable reporting options associated with e-Mrejesho.