Effect of Teacher Professional Development on Student Academic Achievements in Secondary Schools in Rulindo District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n05.012Keywords:
Teacher Professional Development, Pedagogical Skills Enhancement, Subject Matter Mastery, Continuous Professional LearningAbstract
This study examined the effect of Teacher Professional Development (TPD) on student academic achievement in secondary schools in Rulindo District, Rwanda. Specifically, the study assessed the effects of pedagogical skills enhancement, subject matter mastery, continuous professional learning, and teacher motivation and attitude on student academic achievement. A mixed-methods descriptive survey design was adopted, involving a sample of 370 respondents (132 teachers, 231 students, and 7 head teachers) drawn from 67 secondary schools. Simple random sampling was used to select teachers and students, while head teachers were purposively selected. Data were collected using structured questionnaires and semi-structured interviews. Reliability was established using Cronbach's alpha (α = 0.930), and validity was confirmed through expert review (CVI = 0.89). Quantitative data were analysed using SPSS version 21, employing descriptive statistics, Pearson correlation, and multiple regression analyses; qualitative data were analysed thematically. Results revealed that pedagogical skills enhancement (r = 0.374, p < 0.01; B = 0.391), subject matter mastery (r = 0.417, p < 0.01; B = 0.421), continuous professional learning (r = 0.394, p < 0.01; B = 0.398), and teacher motivation and attitude (r = 0.401, p < 0.01; B = 0.405) all had statistically significant positive effects on student academic achievement. Over 65% of students agreed that active classroom participation, timely assignment completion, and examination performance accurately reflected their academic abilities. The study concludes that structured, continuous TPD initiatives significantly enhance teacher effectiveness and student academic achievement. Strengthening collaborative professional development programmes, expanding continuous learning opportunities, enhancing teacher motivation strategies, and reinforcing instructional leadership are recommended to improve teaching quality and promote sustainable academic excellence.
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