Abstract:
This study investigated on teachers’ perception on availability of
instructional materials and physical facilities in secondary schools of Arusha
district, Tanzania. It utilized descriptive case study design and data was
collected through questionnaire, interview schedules and documents.
Simple random and purposive samplings were used to select a sample of 318
out of about 1049 selected school stakeholder in Arusha District . To
establish validity, the instruments were given to experts for scrutiny who
went through them against research questions and gave necessary
recommendations for improvement before data was collected. A pilot study
was conducted to schools which are not part of the sample and calculated
using the SPSS. Reliability test yielded 0.727 Cronbach’s Alpha for
instructional materials and 0.778 for physical facilities which means the
questionnaire was highly reliable. The study concludes that there is
inadequate number of textbooks, reference books, maps and globes in
schools under investigation due to increase of students in Community
Schools. Further, schools have inadequate physical facilities such as
classrooms, desks, chairs and the available classrooms are p oorly
constructed with inadequate spacing. Researchers recommend that
Curriculum developers at Tanzania Institute of Education together with
policy makers should come up with a policy guideline that will enhance
provision of instructional materials and physical facilities.
