Teachers’ Continuous Professional Skills Development and Students’ Academic Performance in Upper Public Secondary Schools in Rwanda
DOI:
https://doi.org/10.53983/ijmds.v13n9.023Keywords:
Teachers, Continuous Professional Development, Academic Performance, RwandaAbstract
This research examined the link between teachers' continuous professional development (CPD) and students' academic performance in public upper secondary schools in Rusizi District, Rwanda. The study aimed to identify CPD practices influencing student outcomes, assess students' academic performance related to CPD, and analyze the relationship between the two. Utilizing a descriptive and correlational design, the study combined quantitative and qualitative methods, focusing on a population of 36 headteachers, 188 teachers, and 5,459 students totaling 5,683 respondents. A sample of 373 was determined using the Yamane formula, with respondents selected through random and purposive sampling. Data were collected via questionnaires and analyzed using SPSS version 21. Findings indicated that 41.7% of respondents agreed that lesson preparation enhances teachers' professional skills, while 83.3% agreed that effective communication is crucial. Additionally, 66.7% noted the importance of using various teaching methods and managing classrooms effectively. For students, 92.8% acknowledged that test results significantly affect academic performance, and 97.3% agreed that graduation rates are vital. The analysis showed a positive correlation between teachers' CPD and students' academic performance, with a p-value less than 0.05. The study recommends that the Ministry of Education and the Rwanda Education Board implement policies to support CPD, appoint qualified facilitators, and encourage school principals to foster a culture of professional development to enhance student success.
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