A study of the roles played by the teachers advisory centres in Rangwe division of south Nyanza District

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dc.contributor.advisorKaragu, N. M.
dc.contributor.authorOkumu, Alexander
dc.date.accessioned2015-06-02T08:59:48Z
dc.date.available2015-06-02T08:59:48Z
dc.date.issued1986
dc.descriptionDepartment of Educational Management Policy & Curriculum Studies, 97p. 1986, LB 1731 . O38en_US
dc.description.abstractThe 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.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/12732
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleA study of the roles played by the teachers advisory centres in Rangwe division of south Nyanza Districten_US
dc.typeThesisen_US
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