IDEAS home Printed from https://ideas.repec.org/a/bcp/journl/v7y2023i6p289-296.html
   My bibliography  Save this article

Effect of Instructional Supervision on Teachers’ Competences in Public Primary Schools in Rwanda

Author

Listed:
  • Jean Claude Ibyimana

    (Mount Kenya University, Adventist University of Central Africa)

  • Dr Faustin Mugiraneza

    (Mount Kenya University, Adventist University of Central Africa)

  • Dr Marie Claire Mukamazimpaka

    (Mount Kenya University, Adventist University of Central Africa)

Abstract

The purpose of this paper was to examine the effect of instructional supervision on teacher’s competences in Public Primary School in Rwanda. More specifically this researcher paper analyzed the preparation of teaching and learning documents and assessment practices. In this study 6 head teachers and 148 primary teachers from three selected sectors of Kamonyi district was related as informants. For selecting the sample size, the researcher adopted the two techniques that were purposive and simple random sampling techniques. The researcher was managed to use questionnaire, interview guide plus observation protocols aimed at combining primary and secondary data. To analyze the quantitative and qualitative data descriptive statistics was used in terms of mean, while in terms of statistics correlation and regression the researcher was used standard deviation and inferential. The findings were organized around the research objective and informed that most of head teachers conduct instructional supervision every day to help teachers to develop their competences. Most of teachers agreed that instructional supervision play a great role on the preparation of pedagogical documents where 78.9% agreed on this point. 81.07% agreed that instructional supervision influence assessments practices. It was revealed that instructional supervision influence teachers’ competences as shown by high positive correlation of 0.821. Further results showed that a one percent (1%) change in classroom visits will lead to 0.488% variation in teachers’ competence; also, a one percent (1%) change in provision of instructional resources practice will lead to 0.269% variation in teachers’ competence. Further, a one percent (1%) change in checking teachers’ records will lead to 0.384% variation in teachers’ competence and lastly a one percent (1%) changes in providing teachers’ assistance and feedback after observation will lead to 0.221% variation in teachers’ competence. As recommendation, primary school leaders should know that instructional supervision is very important and needs to be a priority in schools and given enough time so that improvement in education can occur. Next, school rules should plan the supervisory practices in normal way as long as beginner and expert teachers have the option of selecting from a variety of teaching styles. Last, the researchers are advised to carry out more studies in order to discover the influence of real supervisory methods, educators’ approach and happiness on skilled improvement.

Suggested Citation

  • Jean Claude Ibyimana & Dr Faustin Mugiraneza & Dr Marie Claire Mukamazimpaka, 2023. "Effect of Instructional Supervision on Teachers’ Competences in Public Primary Schools in Rwanda," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(6), pages 289-296, June.
  • Handle: RePEc:bcp:journl:v:7:y:2023:i:6:p:289-296
    as

    Download full text from publisher

    File URL: https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-7-issue-6/289-296.pdf
    Download Restriction: no

    File URL: https://www.rsisinternational.org/journals/ijriss/articles/effect-of-instructional-supervision-on-teachers-competences-in-public-primary-schools-in-rwanda/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Mohammed Abdullatif Almulla, 2020. "The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning," SAGE Open, , vol. 10(3), pages 21582440209, July.
    2. World Bank Group & Government of Rwanda, 2020. "Future Drivers of Growth in Rwanda," World Bank Publications - Books, The World Bank Group, number 30732.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Abderrazak Zaafour & María Sagrario Salaberri Ramiro, 2022. "Implementing Cooperative Project-Based Learning: Difficulties and Innovative Solutions," World Journal of English Language, Sciedu Press, vol. 12(5), pages 425-425, June.
    2. Mohammed Abdullatif Almulla, 2022. "Using Digital Technologies for Testing Online Teaching Skills and Competencies during the COVID-19 Pandemic," Sustainability, MDPI, vol. 14(9), pages 1-18, May.
    3. Rafael Alberto Méndez-Romero & Jackie Carter & Sofía Carrerá-Martínez & María Angélica Suavita-Ramírez & Vanessa Higgins, 2022. "Rethinking the Teaching of University Statistics: Challenges and Opportunities Learned from the Colombia–UK Dialogue," Mathematics, MDPI, vol. 11(1), pages 1-17, December.
    4. Jules PORTE, 2021. "Rwanda: an effective development model, rising to the challenge of its sustainability," Working Paper 25bd319a-34b2-4a7a-9c1e-0, Agence française de développement.
    5. Ming Li & Mohd Isa Rohayati, 2024. "The Relationship between Learning Outcomes and Graduate Competences: The Chain-Mediating Roles of Project-Based Learning and Assessment Strategies," Sustainability, MDPI, vol. 16(14), pages 1-25, July.
    6. Dhiva Maulida Rizqi Nur’aini & Sarwiji Suwandi & Muhammad Rohmadi, 2023. "Students’ Perception of Writing Procedure Text with Project-Based Learning Model," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 10(12), pages 118-129, December.
    7. Cecilia Smaniotto & Laura Brunelli & Edoardo Miotto & Massimo Del Pin & Edoardo Ruscio & Maria Parpinel, 2022. "Sustainable Development Goals and 2030 Agenda—Survey on Awareness, Knowledge and Attitudes of Italian Teachers of Public Mandatory Schools, 2021," Sustainability, MDPI, vol. 14(12), pages 1-17, June.
    8. Zhiling Cai & Jinxing Zhu & Yu Yu & Saiqi Tian, 2023. "Elementary school teachers’ attitudes towards project-based learning in China," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-11, December.
    9. Zhou, Yue & Wu, Jianzhong & Song, Guanyu & Long, Chao, 2020. "Framework design and optimal bidding strategy for ancillary service provision from a peer-to-peer energy trading community," Applied Energy, Elsevier, vol. 278(C).

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:bcp:journl:v:7:y:2023:i:6:p:289-296. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Dr. Pawan Verma (email available below). General contact details of provider: https://rsisinternational.org/journals/ijriss/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.