In-Service Training and Teacher Performance in Selected Public Secondary Schools of Gakenke District, Rwanda.

ABSTRACT This study investigated the degree of perception of In-Service training and the level of teacher performance. The study investigated how Inservice training contributes to teacher performance in selected public secondary schools in Gakenke District, Rwanda. The study was conducted by descriptive survey design, particularly descriptive correlation for testing for the significant relationship between In-service training and Teacher performance, data being collected using questionnaires from 93 teachers and 270 students. The purposive sampling and stratified sampling was used for selecting sample. Data were analyzed using frequency tables, percentages and mean. The study revealed that teachers in selected public secondary schools in Gakenke District, Rwanda, perceive that In-service training that they receive is very poor as the overall mean of items (1.40) shows. The study also revealed that the poorness of In-service Training affect the performance of teachers. According to the overall mean of items (1.70) teacher performance was found at very low level.Therfore, there is a significant relationship between the degree of perception of In-service training and the level of teacher performance in selected public secondary schools in Gakenke District, Rwanda (r-value=0.407,Sign value=0.037) . It was concluded that well organized and conducted Inservice Training lead to high level of teacher performance. The following recommendations were made: The Ministry of Education should organize and conduct In-service training after needs assessment of teachers and Head teachers. Gakenke District, through District Education officer through various practices such as classroom visits, should often help teachers mainly the inexperienced and unqualified ones to improve their lesson preparations teaching methods and evaluation of students’ works.