Teachers’ Experiences in Implementing Dropout Early Warning Systems (DEWS) in Primary Schools. A Case Study of Primary Schools in Mwanza City Council, Tanzania

School dropout continues to be a significant challenge in Mwanza City Council, Tanzania, affecting both students' development and national progress. This study examined teachers’ experiences in implementing the Dropout Early Warning System (DEWS) in primary schools in Mwanza City Council, Tanzania. Guided by the Technology Acceptance Model (TAM), the study sought to understand how teachers perceived and used DEWS in identifying and supporting pupils at risk of dropping out. A qualitative approach within an interpretivist paradigm was employed, using a case study design. Ten public primary schools with the highest dropout rates were purposively selected as information-rich cases, and one head teacher and one Standard Four classroom teacher from each school were included, resulting in a sample of 20 participants considered sufficient to achieve data saturation and provide in-depth insights into DEWS implementation. Data were collected through Semi-structured interviews were used to collect data and were analysed thematically. The findings revealed that teachers initially had limited awareness and understanding of DEWS, particularly its integration within the School Information System (SIS). Although a few participants had received formal training, most relied on peer support, self-learning, and guidance from school leaders to use the system. Teachers reported that DEWS improved attendance monitoring, record management, and the identification of pupils at risk of dropping out. However, challenges such as inadequate training, limited technical support, poor internet connectivity, system instability, and difficulties in capturing partial absenteeism affected its effective implementation. The study concludes that while DEWS has significant potential to support dropout prevention, its effectiveness depends on teachers’ knowledge, continuous professional support, reliable technological infrastructure, and active school leadership. The study recommends regular teacher training, strengthened mentoring and peer-learning mechanisms, increased awareness of DEWS within SIS, and improved technical support to enhance effective implementation and reduce dropout rates in primary schools.