EXPLORING THE INFLUENCE OF NON-GOVERNMENTAL ORGANIZATION-LED INITIATIVES IN TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT ON LEARNERS’ ACADEMIC PERFORMANCE IN KINIHIRA AND TUMBA SECTORS, RULINDO DISTRICT, RWANDA

نویسندگان

  • James Harindintwari Kibogora Polytechnic, Rwanda
  • Claudine Yumvuhore Kibogora Polytechnic, Rwanda
  • Steven Mugunga Kibogora Polytechnic, Rwanda
  • Josue Michel Ntaganira Kibogora Polytechnic, Rwanda
  • Jean Damascene Dusabimana Kibogora Polytechnic, Rwanda
  • Noel Bavugirije Kibogora Polytechnic, Rwanda

DOI:

https://doi.org/10.46827/ejes.v11i3.5229

کلمات کلیدی:

continuous professional development, learners, academic performance

چکیده

The study sought to examine the relationship between continuous professional development (CPD) on learners’ academic performance in Rwandan primary schools. This focused on the following specific objectives: What is the relationship between teacher in-service training and learners’ academic performance in Rulindo primary schools, To what extent teacher peer learning platforms relate to learners’ academic performance in Rulindo primary schools, What is the relationship between teacher coaching and mentoring and learners’ academic performance in Rulindo primary schools. The descriptive research design was used. Quantitative and qualitative approaches were used to analyze data. 158 people were used as the target population and 103 as the sample size to represent the whole population. Data were collected using structured questions with 5-point Likert scales and an interview. Quantitative data were analyzed using frequencies, percentages, standard deviation, means, and regression analysis while qualitative data were analyzed using a thematic method that helped in analyzing qualitative data. The finding from the study concluded that there is a significant relationship between continuous professional development and learners’ academic performance in Rwandan primary schools. SPSS and the thematic method were used to calculate the regression analysis of the study: based on the findings from the study, the researchers revealed that some gaps need to be solved by different organs such as non-governmental organizations (NGOs) across the world. The results indicated that there is positive and significant effect of teacher coaching and mentoring on learners’ academic performance (B = 0.894, P value ˃0.00). The study recommended providing frequent continuous professional development in schools across the country. The study recommends REB survey how continuous professional development (CPD) impacts the quality of education. In the same regard, the study recommends that educational-related stakeholders fund the continuous professional development of teaching and administrative staff.

 

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بیوگرافی نویسندگان

  • James Harindintwari، Kibogora Polytechnic, Rwanda

    Dr. James Harindintwari, Lecturer of School Administration, Economics of Education, Educational Psychology, Class Management, Comparative Education, Principles and Practice of Teaching at Faculty of Education, Kibogora Polytechnic, Rwanda. He has taught different modules of education for both undergraduate and postgraduate diplomas in education since 2014. His research interests focus on issues that concern education, particularly educational resources, student performance, teachers’ continuous professional development, and student disruptive behaviors. Dr. Harindintwari has authored research publications such as Availability of Materials and School Materials Utilization in Implementing Competence-based Curriculum, Cognitive and Affective Teachers’ Skills Determinants as Amalgam to Generate Students’ Performance.

  • Claudine Yumvuhore، Kibogora Polytechnic, Rwanda

    Claudine Yumvuhore, Assistant Lecturer of Managing People and Operation, Introduction to Accounting, Strategic Management, Investment and Portfolio Analysis, International Finance at Faculty of Education and Business Development Studies, Kibogora Polytechnic, Rwanda.

  • Josue Michel Ntaganira، Kibogora Polytechnic, Rwanda

    Ntaganira Josue Michel, Lecturer of School Administration, Sociology of Education, Educational Psychology, Class Management, Deontology of Teachers, Child-friendly School and Concept, Curriculum Design and Practice, Action Research at Faculty of Education, Kibogora Polytechnic, Rwanda. He has taught different modules of education for both undergraduate and postgraduate diplomas in education.

  • Jean Damascene Dusabimana، Kibogora Polytechnic, Rwanda

    Jean Damascene Dusabimana is a Graduate, Faculty of Education, Kibogora Polytechnic, Rwanda.

  • Noel Bavugirije، Kibogora Polytechnic, Rwanda
    Noel Bavugirije is a Graduate of Faculty, Education, Kibogora Polytechnic, Rwanda.

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دانلودها

چاپ شده

2024-02-23

شماره

دوره 11 شماره 3 (2024)

نوع مقاله

Articles

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