Competencies Required By Teacher Librarians For Stronger Primary School Libraries In Enugu State Of Nigeria

School libraries are central to learner-centred and inquiry-based education. However, the library and its resources only come to life when mediated by a person—the teacher librarian. To perform this crucial role, teacher librarians require competencies in teaching, literacy promotion, librarianship, administration and advocacy. This paper explores competencies possessed and required by primary school teacher librarians in Enugu State of Nigeria. With a purposive sample of 16 teacher librarians from more developed school libraries, the researchers collected data through three instruments: an observation checklist assessing school libraries on accommodation, collections, personnel and services; a questionnaire with five structured clusters on competencies possessed, as well as open questions on factors inhibiting performance and strategies for improvement; and an interview guide. Data were analyzed using frequency and percentages, mean and standard deviation, and narrative description. Findings revealed that the personnel factor was crucial in effective library services; that while none of the teacher librarians had qualifications in both education and librarianship, they did possess some competencies, especially in the areas of literacy promotion and teaching, while lacking others such as library skills. Among recommended actions to increase competencies and strengthen the performance of teacher librarians were: establishment of positions for teacher librarians, continuing professional education leading to dual qualifications, inclusion of library periods on the timetable, development of a curriculum to guide teaching of library and information literacy skills, and advocacy to create a more supportive working environment for teacher librarians. Only such actions can improve performance for stronger school libraries, since only well qualified teacher librarians can deliver effective school library services.