Utilisation of Teachers' Resource Centres for Continuous Professional Development among Primary School Teachers in Tanzania

Many teachers rarely engage in continuous professional development activities despite having teacher resource centres nearby. The study explored teachers' resource centres (TRCs) uses for effective continuous professional development (CPD) among primary school teachers. The study employed a phenomenological research design where 18 purposefully selected teachers, resource centre coordinators and TRC facilitators participated in an in-depth interview. Also, researchers reviewed key documents to establish the actual use of the TRCs. The findings show teachers understand that the purpose of TRCs is for training that constitutes teachers' CPD. Further, teachers misinterpreted the purpose of TRCs and strategies for utilising them. While some teachers use TRCs as learning and interaction places, others use them as examination centres and meetings for non-academic matters. Lastly, findings show teachers acknowledge the usefulness of teachers' resource centres in enhancing literacy teaching skills and upgrading computer skills. Therefore, TRCs are critical in strengthening CPD despite the prevailing challenges to their proper utilisation, such as insufficient teaching facilities that jeopardise the achievement of their intended goal.