Kheswa, Siyanda Edison.Nzuza, Ntombizodwa.2025-07-022025-07-0220242024https://hdl.handle.net/10413/23803Masters degree. University of KwaZulu-Natal, Pietermaritzburg.All public schools are managed by the School Management Teams (SMTs). Principals who head the teams have the responsibility to lead their schools efficiently and effectively. The study aimed to assess the information behaviour of the SMTs of the selected schools in the uThukela district, KwaZulu-Natal. The poor performance of these schools for five consecutive years (2014 to 2018) aroused the interest of the researcher to investigate the problem experienced by SMTs. Determining the underlying factors that contributed to this extraordinary situation. Qualitative, quantitative, and mixed methods were employed to identify the information behavior of the SMTs in response to improving poor matric performance. The use of more than one data collecting approach with open ended and semi-structured questions need qualitative, quantitative, and mixed methods to anlyse and present the findings. The instruments adopted for collecting data from SMTs were six semi-structured observation checklists. Six face-to-face semi-structured interview schedules for principals. Self-administered semi-structured questionnaire was employed to collect data from 11 departmental heads and six from chairpersons of the School Governing Bodies (SGBs). The total number of the instruments completed and collected during the study were twenty-nine which gave the study a 100% response rate. Statistical Package for Social Sciences (SPSS) software was used to capture quantitative data and thematic analysis was used on qualitative data. Results revealed that 100% of the respondents agreed that the major problem was the underperformance of their schools. The findings suggested that this was caused by a lack of parental support and a lack of learners’ commitment to their schoolwork. It was noted that most of the roles and responsibilities of the SMTs were carried out accordingly. Results showed that respondents trusted and relied on Textbooks and Annual Teaching Plans (ATPs) as their sources of information and content delivery, but information gab was not fulfilled. Findings showed that the SMTs of the schools do not put emphasis on the importance of reading. SMTs do not encourage learners to read for information and enjoyment which develop into a reading habit. As such, learners lacked reading skills, they were unable to read and understand examination instructions and questions, hence, they failed dismally. Recommendations were based on the provision of more funds by the Department of Education for one school, one library with resources and one librarian.enInformation.Behaviour.Schools.Management.Teams.Thesis