Abstract
This study intended to examine the perception and use of services provided by teachers’ resource centres (TRCs) by secondary school teachers in Biharamulo District. Specifically, the study aimed to assess secondary school teachers’ perceptions of TRCs in Biharamulo District; establish the role of secondary school heads in promoting access and use of TRCs in Biharamulo District by teachers under their supervision; and identify factors that hinder the attendance of secondary school teachers at the TRCs in Biharamulo District. The study involved 76 participants, being 10 heads of schools, 3 TRCs coordinators and 63 teachers. The study collected quantitative data by questionnaire and qualitative data by focus group discussion and interview. The study found that teachers perceive that TRCs improve their teaching effectiveness despite being intended for primary school teachers. On the other hand, secondary school heads seldom remind teachers to attend TRCs. Secondary school teachers’ absence from TRCs is attributed to the lack of fund, the lack of modern resources at the centres, the long distance between the working stations and TRCs, and the lack of individual teacher’s commitments. The study has significant implications for school heads, teachers, and the Ministry of Education, Science and Technology in reviving the regular use of TRCs for professional development. The study concluded that heads of schools did not insist teachers’ attendance at TRCs because they do not recognize their role to inspire teachers to attend TRCs regularly. The study recommends seasonal training to heads of secondary schools regarding promoting teachers’ attendance at TRCs under their supervision. Keywords: Teachers’ resource centres (TRCs), Heads of schools, TRCs accessibility and Secondary school teachers DOI: 10.7176/JEP/12-19-02 Publication date: July 31 st 2021
Highlights
Teachers’ Resource Centres (TRCs) are places where teachers gather to discuss matters related to their work and where teaching and learning resources are housed (Knamiller, Jain, Khatete, Gibbs, Welford, Fairhurst & Wiegand, 1999)
As geographical, economic and cultural conditions are different across Tanzania districts, the present study focused on examining the factors hindering the attendance and use of TRCs in Biharamulo District, which have not been established
This study aimed to examine the perceptions and use of services provided by teachers’ resource centres by secondary school teachers in Biharamulo District
Summary
Teachers’ Resource Centres (TRCs) are places where teachers gather to discuss matters related to their work and where teaching and learning resources are housed (Knamiller, Jain, Khatete, Gibbs, Welford, Fairhurst & Wiegand, 1999). That is, they provide a meeting point for teachers and other education stakeholders. In the late 1960s and early 1970s, a significant wave of educational reform in Asia and Latin America brought TRCs to the forefront as an innovative strategy towards improving teaching and learning. At the end of 1970s, the TRC concept began to be exported to developing countries (Mushi, 2003)
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