Impact of Teacher’ Qualification on Students’ Academic Performance in Public Secondary Schools in Rwanda

Authors

  • Muyombana Casian Mount Kenya University
  • Letanzio Mugo Mount Kenya University
  • Mukamazimpaka Marie Claire Adventist University of Central Africa

Abstract

The qualification of teachers in secondary school plays a significant role in improvement of academic performance of students. Educational qualification of teacher leads to the effectiveness of teacher’ content mastery as all in all helps in promotion of students’ grades. The working experience of teachers is also viewed as the key indicator in the promotion of schooling system where schools experience to have a high level of students’ completion. Nevertheless, the content mastery of teachers also promotes the active learning which also leads to the improved students’ scores in class assignment. The purpose of this paper was to establish the impact of teacher qualification on students’ academic performance in public secondary schools in Gasabo district in Rwanda. The target population was 137 respondents that provided the sample size of 121 got using Yamane formula. Interview guide and questionnaire were used as data collection instruments. Correlation research design was also employed. This paper established that there is a statistical significant relationship between teacher qualification and students’ academic performance thus P =.000 less that 0.01 as the correlation significance level and Pearson coefficient correlation r = .564. It was revealed that teacher qualification can have an impact of 36.5% on students’ academic performance and the remaining 63.5% could be affected by other variables. This paper recommended that the Ministry of Education should keep reviewing the ways of improving the level of teacher qualification to standardize the quality of education through improved academic performance. Educational planners should make effective set up that could improve the level of teacher qualification that leads to having effective teaching methodology. The School head teachers should actively participate in improvement of teacher qualification especially teacher content mastery and experience. The study also recommended that teachers should themselves be encouraged in their professionalism in order to improve the school performance.

Keywords: Teacher qualification, students’ academic performance, teacher content mastery, teacher experience and public secondary schools

Author Biographies

Muyombana Casian, Mount Kenya University

Post graduate student, Mount Kenya University, Rwanda

Letanzio Mugo, Mount Kenya University

Lecturer, Online and distance learning, school of education, Mount Kenya University, Rwanda

Mukamazimpaka Marie Claire, Adventist University of Central Africa

Lecturer, Adventist University of Central Africa, Rwanda

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Published

2021-06-09

How to Cite

Casian, M., Mugo, L., & Claire, M. M. (2021). Impact of Teacher’ Qualification on Students’ Academic Performance in Public Secondary Schools in Rwanda. Journal of Education, 4(2). Retrieved from https://stratfordjournal.org/journals/index.php/journal-of-education/article/view/786

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