THE INFLUENCE OF CONTINUOUS IN-SERVICE TRAINING AND TEACHERS’ CLASSROOM PERFORMANCE. CASE STUDY OF PUBLIC SECONDARY SCHOOLS IN KICUKIRO DISTRICT-RWANDA

Abstract

The need for in-service education of teachers cannot be underestimated. It is a necessity in enhancing work performance and motivation of teachers in the field. Absence of in-service training of teachers will retard professional growth of teachers as well as “missing gaps” between demands and actual achievement levels. In-service education allows for such activities that may include seminars, workshops, conferences, classes, and exhibitions etc. that are designed to develop and improve employees in an organization from the initial employment stage to retirement. The general objective of this study was to investigate the contribution of in-service training on teachers’ performance in public secondary schools in Kicukiro District, Rwanda. To achieve this, the study focused on three dimensions: Professionalism Knowledge, Professionalism Skills, and Professional Teaching Values and Practices. The target population included 124 teachers from the schools drawn from the sampled public secondary schools in Kicukiro District, Rwanda. Stratified sampling technique was applied where the sample size was grouped according to their departments. Simple random sampling was applied to pick the respondents. Questionnaire and interview guides were used as data collection instruments. Data was analyzed using frequencies, percentages, standard deviations, weighted means and Multiple Regression Analysis. Quantitative data was analyzed using statistical package for the Social Sciences Version 21.0. A questionnaire, an interview schedule, document analysis guide and an observation checklist were used as tools for data collection. Data collected from the field was both quantitative and qualitative in nature. Quantitative data was analyzed using descriptive statistics such as frequency counts and percentages while qualitative data was analyzed thematically in line with research objectives. The results of the analysis was presented using frequency tables, bar graphs and pie charts. Data were analyzed both quantitatively and qualitatively. The study findings showed that there were significant correlation coefficients established between effects of in-service training and teachers’ classroom performance in private primary schools in Rwanda. A positive linear relationship was established between (Professionalism Knowledge, Professionalism Skills, and Professional Teaching Values and Practices) on teachers’ classroom performance in public secondary schools in Rwanda. This is shown by (0.696, 0.493, and 0.661). From the above regression equation, it was revealed that if Professionalism Knowledge, Professionalism Skills, and Professional Teaching Values and Practices were put to a constant zero, Teachers’ classroom performance would be at 0.323. A unit increase on Professionalism Knowledge would lead to increase in Teachers’ classroom performance by a factor of 0.215, a unit increase in Professionalism Skills would lead to increase in Teachers’ classroom performance by a factor of 0.311, a unit increase in Professional Teaching Values and Practices would lead to increase in Teachers’ classroom performance by a factor of 0.112. The study concluded that relevance of in-service teacher training on professional development of teachers cannot be overemphasized. The study recommended that government of Rwanda should ensure the implementation of adequate and well planned in service training programme for teachers at all levels of the educational system in Rwanda. Further, the training equips head teachers and teachers alike with the administrative skills necessary to enable proper implementation of various education policies and programs.

Key words: In-service education, Work performance, Teacher motivation, Professional growth, Professional development, Seminars, Workshops and Conferences

CITATION: Gacinya, J. (2024). The influence of continuous in-service training and teachers’ classroom performance. Case study of public secondary schools in Kicukiro District-Rwanda. The Strategic Journal of Business & Change Management, 11 (1), 468 – 482. http://dx.doi.org/10.61426/sjbcm.v11i1.2863