The role of teachers’ resource Centre’s in promoting teachers’ professional growth

This study assessed the role of TRCs in promoting teachers’ academic and professional standards using teachers’ (i.e. TRC attendees) views towards the functioning of TRCs programmes. The design of the study involved both qualitative and quantitative approaches. The sample included eleven TRCs coordinators, five TC tutors, one TC principal, two DEOs, twenty facilitators, 200 TRC attendees and thirty teachers who did upgrading through TCs. The data were collected through interviews, questionnaires and data were analyzed through descriptive statistics, simple mathematics and content analysis procedures. The findings showed that: (1) there was no significant difference in academic achievement between TRC attendees and TC attendees. (2) Science subjects were not taught at all in the sampled TRCs. (3) TRCs are useful if they are supported. The study recommends the following:- (1) Efforts should be enhanced to support TRCs so as to evidence their roles in improving teachers’ academic and professional standards and quality education at large. 92) Linkages between TRCs and TCs and other educational Institutions should be emphasized to enable smooth running of TRCs through sector-wide approach.