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
Notice bibliographique
Résumé
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. Article visualizations:
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,002 | 0,010 |
| Science ouverte | 0,003 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».