Teachers' perceptions of teacher advisory centers in school based teacher development: A case of Ruiru division, Thika district of Kenya.
Date of Award
Master of Education (MEd)
Dr. Iffat Farah
Dr. Samuel Oyoo
Institute for Educational Development, East Africa
The purpose of this study was to explore teachers' perceptions of Teacher Advisory Centers (TACs) in school based teacher development. It also focused on the usefulness of TAC initiatives in helping teachers in Kenyan primary schools improve their professional capacity. Data was collected through interviews with head teachers, Key Resource Teachers (KRTs) and non KRTs. The study found out that TACs initiatives through school-based approach failed to provide anticipated input to teachers in overcoming their professional challenges. Such challenges were among others heavy work load, inadequate resources, lack of motivation, lack of parental support and lack of capacity to deal with new challenges. The study illustrates that teachers expected support in terms of better remuneration. follow-up by TAC tutors in schools and active involvement in the design of professional development programmes. The study recommended that structures be put in place to support school-based approach to teacher development. Such structures would entail resources such as time. personnel constant monitoring and evaluation. Once in place they will ensure continuity and sustainability of teacher development.
Francis Karanja Kagua. (2008). Teachers' perceptions of teacher advisory centers in school based teacher development: A case of Ruiru division, Thika district of Kenya. (Unpublished Masters Thesis). Dar es salaam: Aga Khan University