AN ONLINE WEEKLY DUTY AND REPORTING MANAGEMENT SYSTEM FINAL YEAR PROJECT REPORT DEPARTMENT OF EDUCATION CASE STUDY: MAHANGA SECONDARY SCHOOL
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2026-09-06
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ALAJO MELANIE
Abstract
This study addresses the administrative inefficiencies caused by manual, paper-based management of weekly staff duties and reports at Mahanga Secondary School in Tororo District, Eastern Uganda, where duty rosters are hand-drafted and reports are compiled manually, leading to delayed reporting, loss of records, and weak institutional accountability. The main objective was to develop an online weekly duty and reporting management system that automates duty assignment and scheduling, streamlines report submission, and provides secure, centralised storage of administrative records. Specific objectives were to review existing literature and gather requirements, to design and implement the system, and to test and validate its performance, usability, and effectiveness.
The study adopted a mixed-methods, design-and-implementation research approach guided by the Rapid Application Development (RAD) methodology, covering Requirements Planning, User Design, Construction, and Cutover phases. Data were collected from staff at Mahanga Secondary School through structured interviews, questionnaires, and observation, and analysed using descriptive statistics and thematic analysis. The resulting system was implemented as a web-based platform using PHP, MySQL, HTML5, CSS3, and JavaScript, structured around five core modules User Management, Duty Management, Report Management, Notification, and Dashboard and Reporting with role-based access for Administrators, the Headteacher, the Director of Studies, and Teachers. Testing was planned through unit, integration, and user acceptance testing, supported by the System Usability Scale to assess user satisfaction.
The developed system centralises duty assignment, automates reminders, and standardises report submission and storage, and is expected to reduce administrative delays, improve record accuracy, and strengthen accountability at the school, while remaining affordable and appropriate for a low-resource, rural secondary school setting. The study recommends reliable internet connectivity, structured staff training, and a designated ICT focal person to support successful adoption, and suggests that similar systems be extended to other rural secondary schools facing comparable administrative challenges.
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ALAJO MELANIE