A study of the roles played by the teachers advisory centres in Rangwe division of south Nyanza District
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Date
1986
Authors
Okumu, Alexander
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The Problem
The purpose of this study was to investigate the
roles played by the Teachers Advisory Centres in
Rangwe Division of South Nyanza.
Limitations
The study was limited by two major factors~1
(i) It was restricted to the 5 Teacher Advisory
Centres in Rangwe Division of South Nyanza.
Generalisations of the findings to all the
Teachers Advisory Centres in the District,
the Province, or even the country as a
whole will not be, therefore~possible.
(ii) The little time and the amount of money allocated
to this research project also limited the study
and could not allow the use of large sample.
Method
The researcher used all the 5 Teachers Advisory
Centres in the Rangwe Division. The researcher used
the 5 Teache~Advisory Centre tutors, 5 Zonal Assistant
Primary Schools Inspectors, 1 District Primary School
Inspector and 10 randomly selected headteachers from
the Division, 2 of the head teachers were randomly
selected from every 5 zones of the Division.
The researches used three research instruments
for the data collection as the project was thought
to be susceptible to biasd responses if the researcher
used only one method. The three research
instruments were questionnaire which had open ended
questions to allow the respondents to give detailed
information, the interview,schedule and physical
observation of the Teachers Advisory Centres to confirm
the responses given by the respondents, and find
out the truth about these centres.
Findings
1. Subsequently upon the analysis it was observed
that the work expectations in the Teachers Advisory
Centres was to much for one Centre tutor and so more
tutors could be employed to share the work at the ~
Centres.
2. Teachers Advisory Centres had no buildings on
their own but were placed within vacant classrooms
in primary schools which could offer the room, and
so it was not necessarily placed in a central point
where all the teachers could use it easily.
3. The facilities present in these Teachers Advisory
Centres were inadequate and their conditions were below
the standards.
4. One of the Teachers__Advisory Centre in the Division
did not exist physically, although a Teachers Advisory
Centre tutor was employed to use other Teachers Advisory center tutor
Centres in ~he Division.
5. Two of the Teachers Advisory Centres had nothing
inside making the Centres useless for the teachers.
6. The Teachers Advisory Centres .we re run and managed
with alot of problems.
Description
Department of Educational Management Policy & Curriculum Studies, 97p. 1986, LB 1731 . O38