The effect of Professional Development Practices on Teacher Performance in Public Secondary Schools in Kigali, Rwanda

Abstract

This study examined the effect of professional development practices on teachers’ performance in public secondary schools in Kigali, Rwanda. The objectives of the study included examining the extent to which pre-service training affects teachers’ performance, investigating the extent to which induction training affects teachers’ performance and examining the extent to which continued professional development affects teachers’ performance. The researcher had 30 semi-structured and 15 key informant interviews in 15 schools in the three districts (Nyarugenge, Kicukiro and Gasabo) of Kigali, Rwanda. The study findings showed that teachers’ professional development at all levels (pre-service, induction and continuous) immensely affects their performance since their career development builds their competence, confidence and they continue gaining the best practices in teaching coupled with relevant knowledge, skills and attitude. The recommendations include formalizing pre-service training so that there is a clear support system from the lecturers in Teacher training colleges, orient the head teachers and sector education officers so that they can implement Induction training for every new teacher with one structure and work with the different organizations that are implementing CPD to teachers so that they are coordinated and complement each others’ efforts. Insignificant and unproductive professional development upsets teachers. It also upsets the students and inevitably upsets the community and, the nation is affected because the quality of education is highly linked with development.