Influence of Teachers' Collaboration on Students’ Learning Outcomes in Day Public Secondary Schools in Rwanda
DOI:
https://doi.org/10.53983/ijmds.v13n10.003Keywords:
Teachers' Collaboration, Learning Outcomes, Day Secondary SchoolsAbstract
This research investigated the impact of teachers' collaboration on student learning outcomes in public day secondary schools in Musanze District, Rwanda. The study aimed to assess the effects of collaborative planning, team teaching, and collaborative resource preparation on learning outcomes. Guided by Social Capital Theory and Resource Dependency Theory, the study used a descriptive research design with a sample of 287 respondents, including 273 teachers and 14 headmasters. Data were collected through questionnaires for teachers and interview guides for headmasters. Quantitative data were analyzed using SPSS, while qualitative data were analyzed thematically. The findings revealed that collaborative planning positively impacted student learning outcomes, with improvements in academic performance and engagement. Team teaching fostered a supportive learning environment, boosting student motivation and community, while collaborative resource preparation enhanced instructional materials and critical thinking skills. The study recommends increasing the use of collaborative teaching methods and strengthening these practices among teachers and headmasters. It also suggests that the Rwanda Basic Education Board integrate collaboration into national education policies to improve learning outcomes.
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