Managing Teacher Human Resources in a Primary School Situation in North ‘B’ District Unguja Zanzibar

Abstract

This paper aimed to assess the effectiveness of teacher human resource management practices in primary schools in North B District, Unguja, Zanzibar. The study was guided by human capital theory, as developed by Schultz (1961) and further expanded upon by Becker (1964), as well as system theory, which was initially proposed by Ludwig von Bertalanffy (1968). This study employed a quantitative approach with a descriptive correlational design to assess the management of teacher human resources in primary schools in North B District, Unguja, Zanzibar. The sample size consisted of 45 respondents, including 20 students, 20 teachers, 4 school administrators, and 1 district education officer. Simple random sampling was used to select students and teachers, while purposive sampling was used to target administrators and the district officer. Data were collected using questionnaires. The instruments were validated through expert review and pilot-tested, yielding a reliability coefficient of 0.6, ensuring acceptable consistency for the study. The study found that a majority of teachers perceived unfairness in human resource management, while logistical challenges such as long distances, transport issues, and unproductive teacher groups further hindered effective management. Additionally, 72% of respondents indicated a need for more professional training to enhance teaching competence and optimize the use of teachers as human resources. It concluded that addressing both individual teacher development and systemic management issues is essential for improving effectiveness. Therefore, school and district authorities should provide regular refresher courses and professional development programs while implementing fair management practices, improving logistical support, and promoting teacher participation in decision-making to enhance collaboration and overall school performance.