Management of TRCs in improving primary school teachers' classroom performance: a study of lringa region, Tanzania

This study aimed at examining the management of Teachers Resource Centres (TRCs) in improving primary school teachers' classroom performance. Four districts of Iringa region namely, Iringa urban. Iringa rural, Kilolo and Mufindi districts and five TRCs Kleruu, Sabasaba, Kalenga, llula and Muflndi were surveyed. Both qualitative and quantitative research approaches social survey in particular were employed with interview, questionnaire, and c observational checklists being the techniques of data collection. The study found out that teachers and administrators perceived TRCs as centres/places where teachers go to learn new pedagogical and managerial skills although most of TRCs: management studied were not effective. It was also revealed that there was no uniform system of managing TRCs in the country, most of TRCs committees were not effective and most of TRCs remained as concepts. It was also revealed that management of most programmes was not properly done due to lack of qualified personnel in TRCs, the programmes were not sustainable. Monitoring and evaluation procedures were not carried out either; therefore, each TRC was managed through undefined styles. Management of most TRCs was limited by lack of qualified coordinators, funds, and instructional materials. It was then concluded that TRCs were good places where teachers can improve their classroom teaching when they aie properly managed. On the basis of the findings, the study recomr-:ended that there should be a cereal coordination committee at the ministerial level which involves different experts- Funds should be mobilized from within and outside the TRC management so as to enhance TRCs' sustainability.