Teacher Classroom Practices and Development of Students' Competencies in Upper Secondary Schools in Rwanda: A Case Study of Rwamagana District
DOI:
https://doi.org/10.53983/ijmds.v14n9.008Keywords:
Teacher classroom practices, student competencies, critical thinking, classroom management, pedagogical documents, Rwanda educationAbstract
This study investigated the impact of teachers’ classroom practices on the development of students’ competencies in upper secondary schools in Rwanda, focusing on Rwamagana District. The objectives were: (1) to assess the contribution of teacher content mastery to students’ critical thinking; (2) to evaluate how classroom management enhances students’ interpersonal abilities; and (3) to determine the influence of pedagogical documents on overall competency development. The study is relevant to policymakers, school administrators, and the Ministry of Education as it provides evidence to strengthen classroom effectiveness within Rwanda’s competency-based curriculum. A descriptive survey design was adopted, targeting 3,211 individuals, from which 346 participants (head teachers, Sector Education Inspectors, and teachers) were selected. Purposive sampling was used for head teachers and SEIs, while teachers were chosen randomly. Data were collected through questionnaires and interviews and analyzed using SPSS version 21 with descriptive and correlation statistics. Findings indicated that teacher content mastery strongly supports students’ critical thinking. About 68.5% of respondents agreed knowledgeable teachers help students understand complex concepts, 75.0% noted they model critical thinking, and 73.1% valued personalized feedback. Similarly, classroom management was shown to enhance interpersonal skills, with 75.0% of head teachers endorsing project-based learning, 87.5% gamification, and 75.0% the flipped classroom model. Correlation analysis revealed significant positive associations between classroom practices and student competencies (p < 0.05). Regression analysis confirmed that content mastery, classroom management, and pedagogical document use predict student competency development. The study recommends continuous professional development, learner-centered strategies, integration of digital tools, and inclusive classroom practices to equip students with critical 21st-century skills for national development.
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