Teachers’ professional development and job performance in public secondary schools of Kicukiro District

Abstract

The professional development and performance of teachers are pivotal for ensuring the delivery of quality education. Despite the outlined responsibilities in the teacher statute, including class attendance, lesson preparation, and student assessment, reports reveal persistent gaps, particularly in absenteeism and planning. These issues pose a threat to student achievement and school performance, emphasizing the critical need for research and strategies to enhance teachers' performance. This study aimed to explore past implementations of professional development programs, assessing their impact on pedagogical skills, instructional methods, and subject knowledge, while also identifying potential barriers to effective implementation. Using a descriptive and correlation research design, primary data were collected through questionnaires, and secondary data through document analysis from all 15 head teachers and 197 teachers, selected via purposive sampling. Data analysis involved descriptive statistics, correlation, and regression analysis using SPSS version 22.0. The correlation analysis of variables shows significant relationships between different factors. For example, there is a strong positive correlation between teacher training and effective instructional practice (r = 0.611, p < 0.01), students' performance (r = 0.940, p < 0.01), and teacher professional growth (r = 0.890, p < 0.01). Similarly, postgraduate and short courses correlate positively with effective instructional practice (r = 0.598, p < 0.01), students' performance (r = 0.552, p < 0.01), and teacher professional growth (r = 0.550, p < 0.01). Continuing professional development (CPD) also shows a strong positive correlation with effective instructional practice (r = 0.732, p < 0.01), students' performance (r = 0.431, p < 0.01), and teacher professional growth (r = 0.469, p < 0.01). Additionally, seminars correlate positively with effective instructional practice (r = 0.255, p < 0.01), students' performance (r = 0.496, p < 0.01), and teacher professional growth (r = 0.521, p < 0.01). These results suggest that these training and development activities are associated with improved teaching practices, student outcomes, and professional growth among educators. In conclusion, these findings underscored the importance of continuous professional development in enhancing teacher performance and student outcomes, highlighting the need for policymakers and educators to prioritize and invest in professional development programs tailored to teachers' needs, thus contributing to their professional growth and effectiveness in the classroom. The study recommended that government should allocate more resources to fund comprehensive and regular professional development programs for teachers. This should include financial support for teachers pursuing postgraduate diplomas or short courses and incentives for participation in CPD activities. Adequate funding will ensure that teachers have access to high quality training that enhances their skills and effectiveness in the classroom.