Head Teacher’s Supervisory Practices and Professional Development of Teachers in Selected Secondary Schools in Gicumbi District, Rwanda

ABSTRACT This study was carried out in Selected Secondary Schools in Rwanda in the District of Gicumbi. The main objective of the study was to examine the supervisory role of headteachers in the professional development of teachers in secondary schools in Gicumbi District. But more specifically, the objectives of the study were to determine: (1) the profile of the respondents in terms of age, gender and educational level; (2) the level of headteacher’s supervisory practices in secondary schools in Gicumbi District; (3) the level of professional development of teacher’s in secondary schools in Gicumbi District and (4) whether there is a significant relationship between the level of headteacher’s supervisory practices and professional development of teachers in secondary schools in Gicumbi District. Both quantitative and qualitative methods were used to carry out this study. The qualitative method was made up of questionnaires which were used to collect the necessary data from teachers in Gicumbi District. The study found that (i) There were generally less female informants than the male counterparts; majority of the respondents between 31-40 years; majority of the respondents were Diploma holders and Most respondents had worked between 7-9 years (ii) teachers agreed that Headteachers supervisory role contributes towards the teachers’ development of teaching practices (iii) have got enough skills and knowledge about the teaching profession within the district ranked the highest (iv) there a significant relationship between the level of headteacher’s supervisory practices and professional development of teachers in secondary schools in Gicumbi District The study concluded that Continuous training in supervisory skills for headteachers can create an enabling environment where roles are appreciated in developing teaching practices to enhance professional advancement. It recommended that Headteachers ought to get obligatory continuous in-service training to equip them with managerial competencies for the development of teaching practices in secondary schools.

TABLE OF CONTENT

DECLARATION A Ii

DECLARATION B lii

APPROVAL SHEET iv

DEDICATION v

ACKNOWLEDGEMENT vi

ABSTRACT vii

TABLE OF CONTENT viii

LIST OF TABLES dii

Chapter ThE PROBLEM AND ITS SCOPE 1

One

Background &the Study 1

Statement of the Problem 5

Purpose of the Study 5

Objectives of the Study 6

Research Questions 6

Null HypothesIs 6

ScopeoftheStudy 7

Significance of the Study 7

Operational Definitions of Key Terms 8

Chapter LITERATURE REVIEW 10

Two

Concepts, Ideas, Opinions from Authors/Experts io

Head Teachers’ Supervisory Practices 10

Prolèssional Development of Teachers 12

Teacher’s Perceptions on Supervisory Practices 13

Theoretical Frame Work 14

Related Studies 16

The Level of Head Teachers’ Supervisory Practices that 16

viii

Influence Professional Development of Teachers

Head Teacher’s Academic Activities that Improves 18

Performance

The Level of Professional Development Teachers in 20

Secondary Schools

Chapter METHODOLOGY 24

Three

Research Design 24

Research Population 24

Target Population 24

Sample Size 24

Sampling Procedure 25

Research Instruments 25

Validity of the Instruments 25

Reliability of the Instruments 26

Data Collection Procedure 26

Data Analysis 27

Limitations of the Study 27

Ethical Considerations 28

Chapter PRESENTATION, INTERPRETATION AND ANALYSIS 29

Four OF DATA

Demographic Characteristics of the Respondents 29

Distribution of Respondents by Gender 29

Age of Respondents 29

Level of Educational 31

Years of Service 31

Headteacher’s Supervisory Practices 31

The Level of Professional Development of Teachers in 33

Secondary Schools

ix

Relationship between the Level of Headteacher’s 36

Supervisory Practices and Professional Development of

Teachers

Chapter FINDINGS, CONCLUSIONS, RECOMMENDATIONS 38

Five

Findings 38

Demographic Characteristics of the Respondents 38

Level of Headteacher’s Supervisory Practices 38

Level of Professional Development of Teacher 40

Relationship between the Level of Headteacher’s 41

Supervisory Practices and Professional Development of

Teachers

Conclusion 42

Recommendations 42

Suggestions for Further Research 43

REFERENCES 44

APPENDICES 49

APPENDIX I: TRANSMITTAL LETTER 49

APPENDIX II: INFORMED CONSENT 50

APPENDIX III: RESEARCH INSTRUMENTS 51

APPENDIX IV: MAP OF RWANDA SHOWING GICUMBI 55

APPENDIX V: RESEARCHER’S CURRICULUM VITAE 57