Status Of Teachers’ Resource Centres: The Case Of Mkalama District, Singida Region, Tanzania.

ABSTRACT

The purpose of this study was to investigate the status of TRCs in Mkalama district, Singida region, Tanzania. This was descriptive survey design conducted mainly through qualitative research approach and supplemented by quantitative research approach. The study was guided by System Theory. A total of 55 respondents were selected through purposive and simple random sampling procedures. Data were collected through questionnaires, interviews, observations and documentary reviews. The quantitative data were analyzed using Social Package for Social Science Studies (SPSS) version 16.0, whereas qualitative data were subjected to content analysis.

Findings from this study revealed that the major factors that influenced status of TRCs included adequacy of teaching and learning materials, availability of TRCs physical facilities, lack of induction courses for TRCCs, periodic operations of TRCs and unsatisfactory services provided by TRCs. Others were training of teachers through TRCs and adequate number of qualified TRCCs. Moreover, the study discovered that TRCs were facing challenges like shortage of funds, lack of transport facilities, insufficient physical facilities, and shortage of teaching and learning materials. Others included large TRC catchment area, shortage of TRC subject tutors and lack of induction courses for TRCs.

Furthermore, the study recommended provision of full financial support to TRCs, supply of sufficient teaching and learning materials, improvement of TRCs transport facilities and construction of physical premises. Other strategies included hiring an adequate number of qualified TRC subject tutors, establishment of TRC zones and conduct induction courses to TRCCs to restore the situation.