The Contribution Of Teacher Resources Centers In Improving Teaching And Learning In Tanzania: A Case Of Shinyanga Rural

ABSTRACT

The study aimed to assess the contribution of Teachers‟ Resource Centers in improving teaching and learning in primary schools in Shinyanga rural district. The study employed qualitative research approach with descriptive research design Data collection methods involved the use of questionnaires, interviews and researcher‟s personal observation of the TRCs in the area of study. Qualitative data were analyzed through content analysis The findings from the study indicated that TRCs contribute in improving teaching and learning in primary schools. Through the use of TRCs teachers develop their professional skills that are useful for improvement of teaching and learning of pupils in their schools, TRCs improves competences of teachers and strengthening collaboration among teachers. The findings indicated further that TRCs are faced with challenges such as financial problems and long distance from schools to TRCs. Based on the findings it is recommended that the government and non- organization sectors needs to look into how TRCs in the country can be supported. Other educational institutions like teachers‟ colleges and universities should use these centers for different programmes in order to make TRCs more active. There is a need for the creation of awareness through campaigns to sensitize all stakeholders on the importance of TRCs for improvement of teaching and learning.