Faculty of Science and Technology

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    Development of a web-based information system for managing allocation of public primary school teachers in Tanzania
    (Mzumbe University, 2017) Fidel, Nobert
    A study was conducted to find out the imbalanced allocation of public primary school teachers in Ilala Municipal, Dar-es-salaam. A total of 5 primary school head teachers and 6 education officers from MoEVT, PORALG, and Ilala Municipal were purposefully selected for the study. Case study research design and qualitative method were employed. Data were collected through interviews and documentary reviews and were analyzed qualitatively using content analysis. The results of the study revealed that the allocation of public primary school teachers in Ilala Municipal does not consider Pupil-Teacher Ratio (PTR), gender, or disability. Usually, they allocate teachers based on the requirements of teachers for a particular school, and sometimes they consider criteria such as marriage and diseases (e.g., HIV) when allocating teachers. The results also showed that some schools have many pupils with large class sizes and few teachers, while other schools have few pupils with small class sizes and many teachers, which results in a higher Pupil-Teacher Ratio (PTR) in some schools and low in other schools. Based on the results found, a web-based information system for managing the allocation of public primary school teachers was designed and developed using prototyping methodology. The system was able to perform an automatic, balanced allocation of teachers to all schools when the names of new teachers were entered into the system. The allocation was based on criteria such as PTR, gender, disability, and school location (village-based schools or urban-based schools), hence removing the imbalanced allocation of primary school teachers that used to be done before. If this developed system is used effectively by PORALG who are responsible for teachers’ allocation, it will help them remove the imbalanced allocation of teachers in all schools, facilitating easy learning for pupils and enhancing their performance.
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    Development of a web-based information system for managing allocation of public primary school teachers in Tanzania
    (Mzumbe University, 2017) Fidel, Nobert
    A study was conducted to find out, the imbalance allocation of public primary school teachers in Ilala Municipal, Dar-es-salaam. A total of 5 primary school head teachers and 6 education officers from MoEVT, PORALG, and Ilala municipal were purposively selected for the study. Case study research design and qualitative method were employed. Data were collected through interviews and documentary reviews and were analyzed qualitatively by using content analysis. The study results revealed that the allocation of public primary school teachers in Ilala Municipal does not consider Pupils' Teacher Ratio (PTR), gender or disability. Usually, they allocate teachers based on the requirements of teachers for a particular school and sometimes consider criteria such as marriage and diseases (e.g., HIV) when allocating teachers. The results also showed that some schools have many pupils with large class sizes and few teachers while other schools have few pupils with small class size and many teachers which results into higher Pupils Teacher Ratio (PTR) in some schools and low in other schools. Basing on the results found, a web-based information system for managing the allocation of public primary school teachers was designed and developed by using prototyping methodology. The system was able to perform automatic balanced allocation of teachers to all schools when the names of new teachers were entered into the system. The allocation was based on the criteria such as PTR, gender, disability and school location (village-based schools or urban based schools); hence removing imbalance allocation of primary school teachers which were used to be done before. If this developed system is used effectively by PORALG who are responsible for teachers’ allocation, it will help them in removing imbalance allocation of teachers in all schools; hence facilitate easy learning for pupils and enhance better performance.