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Effect Of Teacher Professional Development Practices On English Learning Outcomes In Rwandan Primary Schools: A Case Of Musanze District

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  • NDUWAYO Justin
  • Sikubwabo Cyprien

Abstract

This study sought to analyze the effect of teacher’s professional development practices on English learning outcomes of primary schools in Musanze district. This had focused on the following specific objectives which are: To find out how teacher in-service training affects English learning outcomes of primary schools in Musanze district, To assess how teacher peer learning platforms affects English learning outcomes of primary schools in Musanze district. The researcher use descriptive research design quantitative approaches was used in this research. Quantitative approach were used to analyses quantitative data from questionnaire. The used 3686 people as target population and 107 as simple size to represent others. Data were collected using structured questions with 5-point Likert scales. Quantitative data were analyzed using frequencies, percentages, standard deviation, means, and regression analysis. The finding from study concluded that there significant relationship teacher’s professional development practices on English learning outcomes of primary schools in Musanze district. SPSS. The study outlines the recommendation which should go to the education partners and government which are: Government should provide frequent in service training to the teachers so that they should be continual update of knowledge and skills, Government should deploy sufficient instructional facilities to different primary schools because some do not have them while others have many which are packed in the stores. Because the study was not able to study everything and reach to every corner as explained in the scope of study that is the research why research left other topic which can help other writers to investigate in different areas. Further suggestions are the following: the effect of teachers’ continuous professional development on learners’ academic performance in secondary schools, contribution professional development to teachers’ motivation. Key words: teacher in-service training, teacher peer learning platforms and learning outcomes.

Suggested Citation

  • NDUWAYO Justin & Sikubwabo Cyprien, 2022. "Effect Of Teacher Professional Development Practices On English Learning Outcomes In Rwandan Primary Schools: A Case Of Musanze District," Working papers 2022-43-01, Voice of Research.
    • Handle: RePEc:vor:issues:2022-43-01
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    References listed on IDEAS

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    1. World Bank, 2004. "Education in Rwanda : Rebalancing Resources to Accelerate Post-Conflict Development and Poverty Reduction," World Bank Publications - Books, The World Bank Group, number 15034, April.
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