Managing Teachers’ Resource Centres for Effective Teachers’ Professional Development in Zanzibar
Mary Atanas Mosha
Research Paper I Published March,2016
Research Journal of Educational Studies and Review Vol. 2 (2), pp. 20-31.
ABSTRACT
Teachers’ Resource Centres (TRCs) were established in
Zanzibar in 1996 with aim of upgrading pedagogical knowledge
and skills of teachers who were teaching at primary schools
without initial training. The centres are monitored by the
Ministry of Education and Vocational Training under the
Department of Professional Services, Division of Teacher
Education. This study investigated the management system at
the Teacher Resource Centres and its effectiveness for
teachers’ professional development in Zanzibar. The study
applied qualitative approach whereby interview schedules and
documentary reviews were used to collect data. Findings from
the study indicated that Zanzibar TRCs had effective
management that played part in teachers’ professional
development but encountered with shortage of resources such
as funds and teaching facilities to run their programmes
effectively and efficiently. Moreover, the presence of
computers that were not used by teachers and tutors as means
of teaching and learning, books that were not at teachers’
level and poor learning environment affected teachers’
professional development at the TRCs. In addition, TRCs
Coordinators were not trained on how to run the centres, and
tutors on how to support/facilitate teachers in distance
learning. In order for the management to function
effectively then, TRCs need financial support from various
sources such as the government, private sectors, NGOs, and
stake holders to achieve the expected goals.
Key Words: Managerial Skills, In-Service Training,
Untrained, Unqualified, Pedagogy, Teacher Committees, Policy
and Resources.
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