Strategies For Management Of Teachers ‘Resource Centres To Support Teachers ‘Professional Development-Lessons From Dodoma Region, Tanzania


  • Revelian Tibyehabwa University of Dodoma
  • Rahel Chiwanga College of Education, University of Dodoma, Tanzania
  • Huruma Olofea College of Education, University of Dodoma, Tanzania


Collaborative Education Services; Experiential Management Strategies; Local Government Authorities; Teachers Professional Development; Teachers' Resource Centres


Objective; this qualitative study is about investigating experiential management strategies used by Local Government Authorities (LGAs) in improving Teacher Resource Centres (TRC) to support teachers’ professional development (TPD).

Prior or originality of study; the study was carried out because management of TRCs in Tanzania was under Ministry of Science and Technology before commencement of LGAs in 1982 which led to the decentralization of public services to carter for service delivery.

Approach; purposive sampling was employed to get participants to include in the study. Data were collected by using documentary review, observation and semi-structured interview methods, and analysed thematically.

Results; the study found that DPEOs and TRC Coordinators use tutors from schools, rent TRCs buildings for public activities, share other institutions resources, use school competitions to acquire teaching materials, secure funds from banks, and Children in Crossfire and Education Quality Improvement Programmes as education programmes improve operation of TRCs.

Implication; TRCs are optional places for in-service training to support TPD, management of TRCs lack formal budget from the LGAs' education management structure, and challenges limiting TRCs activities are human, material and financial resources.

Value; the study is useful particularly in policymaking, enhancement of TPD and improvement of quality of TRCs.

Author Biography

Revelian Tibyehabwa, University of Dodoma

Mr.Revelian Rusikile Tibyehabwa is among senior scientist at the College of Natural and Mathematical Science, University of Dodoma (UDOM), Tanzania. Mr.Revelian received a Bachelor of Science with Education (BSc. Education) degree in Chemistry & Biology from the University of Dar es salaam (Tanzania) in 2009, and Masters of Science (MSc) in Applied and Commercial Biotechnology from Hedmark University (Norway) in 2015. Mr.Tibyehabwa is an experienced teacher, taught Chemistry, and Biology at Ihungo High School (Bukoba), Tanzania, before joining University of Dodoma in June 2010. He is dedicated in multidisciplinary research with other staff throughout the University. He has managed to publish six papers in different journals, of which four (4) of them as first author. Mr.Revelian is an experienced staff in the laboratory based studies as he has been working as Laboratory Engineer for about ten years now.


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How to Cite

Tibyehabwa, R. ., Chiwanga, R., & Olofea, H. (2023). Strategies For Management Of Teachers ‘Resource Centres To Support Teachers ‘Professional Development-Lessons From Dodoma Region, Tanzania. Journal of Danubian Studies and Research, 12(2). Retrieved from



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