A study of factors affecting the roles of teachers' advisory centres in Nyamira district
Okioma, Malack Atati
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The main purpose of this was to study the factors affecting the roles of Teachers' Advisory Centres in Nyamira District. This study is important because Teachers' Advisory Centre have gained world-wide recognitions as centres of education improvement. Because of its importance the Kenya Government decided to incorporate it in the 1963 plan. The Teachers' Advisory Centres were incorporated in the plan because they were the most effective and efficient system of updating serving teachers without taking them away from their jobs and at minimum cost. The objectives of the TAC were defined as making equipment and learning resources of teacher choice for classrooms, sharing ideas among teachers, using minischools to get models for re-organizing the classrooms physically, pedagogically and content wise. It is also important because it tries to highlight some of the factors affecting the TAC tutors in performing their duties. Some of these factors are; finance, housing of the TAC, transport, equipment and facilities and support personnel. The short time and financial constraints disallowed the use of a large sample of TAC tutors and primary school teachers. Eleven (11) Teachers’ Advisory centres were selected from a total of twenty four (24) TACs and one hundred and sixty four teachers were selected out of four thousand and sixty six teachers. Each of these (TAC tutors and teachers was given a questionnaire. The data obtained was recorded, analyzed and interpreted as frequencies and percentage distributions. The findings of the study showed that the TACs play an important role of providing in-service to teachers, dissemination of materials, counseling centres and curriculum development centre. The TACs' problems were highlighted. The research revealed the following problems: Lack of finance, transport equipment and facilities, support personnel and consumables and expendables. The study further revealed that the community assistance was important to the success of TAC. Based on these findings, a number of recommendations were made. That after appointment, the TAC tutors should be given special training to make them conversant with their job, there should be clear policy indicating the terms and conditions of service for the TAC tutors, there should be clear policy on the financing of the TACs, were some of the recommendations.