Teachers Attitude and Students ‘Achievement in Selected Private Secondary Schools in Rubavu District, Rwanda

ABSTRACT This study is entitled “Teachers Attitudes and Students Achievement in selected Private Secondary schools in Rubavu District, Rwanda”. This study was carried out in fourteen private secondary schools. The objectives of this study were: to determine the profile of the respondents in terms of age, gender, education, qualification and working experience; to determine the type of teachers attitudes in selected private secondary schools in Rubavu District, to determine students level of pertormance in selected private secondary schools in Rubavu District, and to find out if there is any relationship between the degree of teachers attitude and level of students achievement in the selected private secondary schools in Rubavu District. The study used the descriptive survey method design, and data were analyzed using, mean and Pearson’s correlation coefficient. The study target population was 142 respondents and it had a sample size 142 respondents. Self administered questionnaires were employed which were researcher made. The findings of the study indicated that majority of the respondents were male (86%) compared to female (14%). The findings revealed also that the majority of the respondents were Bachelor Degree holders (59.1%) whereas the Diploma holders were at (22.5%) and certificate holders at (18.3%). The study also revealed that the most experienced teachers are ranging between 6-10 years of teaching. The level of students’ achievement was high in 2010 with the range mean of (2.5) whereas in 2011 with the range mean of (2.3). This shows that the level of teachers attitude tend to be negative which affected the level of students achievement. The findings also revealed a positive relationship between the level of teachers’ attitude and the level of students’ achievement with a sig.value of 0.000 and r-value of 0.01. It was recommended that the Government of Rwanda especially the Ministry of Education should also give support to private schools, either financially or materially in order to promote quality education among all Rwandese and control seriously the type of education which is provided in private schools. Areas of further studies suggested included: Staff conditioning and schools efficiency, School facilities and students’ performance, School management and students effectiveness, The implementation of Nine and Twelve Years Basic Education policy in Rwanda and Students performance.