Teacher Resource Center Professional Development and the Advancement of Digital Teaching Skills among Public Primary School Teachers: Insights from Kaliua District, Tanzania

Abstract

This study aimed to investigate how professional development programs offered through Teacher Resource Centers (TRCs) contribute to the advancement of digital teaching skills among public primary school teachers in Kaliua District, Tabora, Tanzania. The Context, Input, Process, and Product (CIPP) Evaluation Model and the Technology Acceptance Model (TAM) guided the study. A mixed-methods approach was adopted, employing an explanatory sequential design. Quantitative data were collected from 98 teachers using structured questionnaires and analyzed using SPSS Version 28, applying descriptive statistics. Qualitative data were gathered from TRC coordinators, Head Teachers, Ward Education Officers, and the District Education Officer through interviews and analyzed thematically. The total sample comprised 109 participants drawn from a target population of 374, using stratified, simple random, and purposive sampling techniques. Validity was ensured through expert reviews and pilot testing, establishing both content and face validity. Reliability was confirmed using Cronbach’s Alpha, with acceptable values recorded (α = 0.704). The findings revealed that TRC-based professional development was relevant and practical. Yet, irregular training sessions, limited equipment, and the absence of follow-up support hindered its effectiveness. The study concluded that TRC professional development programs effectively enhanced teachers’ digital teaching skills through relevant, hands-on training. However, limited resources, irregular sessions, and lack of follow-up reduced sustainability. It is recommended that structured mentoring and refresher programs be introduced, training content be localized, and teacher participation be incentivized through recognition and professional development credits.