The Perceptions of Teachers and Instructional Supervisors on the Characteristics of Effective Professional Development of Teachers: The case Of Rwandan Public Schools

Abstract

Professional development (PD) of teachers is a strategy that many school leaders use to face many reforms that education sector experience. These include curriculum change, the introduction of new teaching methods, the introduction of technology, and change in teaching instructions in general (Bredeson, 2002; Gibson, & Brooks, 2012). These changes make teachers be more required to stay updated to meet the needs of the community of students they teach. According to Smylie et al. (1999), "if we want to improve schools for students learning, we must also improve the school for the adults who work within them" (p.421). Previous research studies around the world found some characteristics that can make PD of teachers effective (Abu-Tineh et al., 2018; Brown, 2016; Carissa, 2018; Bayar, 2014; Gibson et al., 2012). However, there was no research conducted in Rwanda, which can guide PD designers in providing effective PD in response to the Rwandan REB introduction of continuous PD countrywide four years ago. Therefore, the purpose of this study was to understand the perception of teachers and instructional supervisors on first, the nature of the PD program for math and English teachers in lower primary schools in Rwanda. Second, the challenges that impede the PD of teachers to be effective and, lastly, the characteristics of effective PD of teachers to be implemented in Rwanda. This study was intended to answer the following three research questions: a) what are the perceptions of teachers and instructional supervisors on the nature of the PD for English and Math teachers in lower primary schools in Rwanda? b) What are the challenges that teachers and instructional supervisors find to be impeding the PD programs to be effective in Rwanda? c) What characteristics do teachers and instructional supervisors perceive as key contributors to the effectiveness of PD programs in Rwanda? The sample size of this study was composed of 20 participants, including sixteen teachers and four instructional supervisors from four public schools located in Ngoma district in the Eastern part of Rwanda. This qualitative study in nature used individual interviews and document analysis as tools for data collection. Furthermore, thematic analysis was used as a methodology of data analysis. The findings of this study revealed that the ministry of education (MINEDUC) and Rwanda education board (REB) owns the PD program for English and Math teachers in lower primary schools in Rwanda. This program is intended to improve the learning outcomes of students in English and mathematics from p1 to p3 public primary schools. Some challenges associated with teachers and other challenges associated with schools and the education systems were found to be affecting the effectiveness of the PD of teachers. Furthermore, this study found a list of six characteristics of effective PD to be implemented in schools in Rwanda. These include a) consideration of the needs of the teachers, b) Job-embedded, c) Encourage the collaboration of teachers, d) PD needs to be continuous, e) Include follow up, f)Availability of resources. Finally, this study offered recommendations for practitioners on designing effective PD of teachers and recommendations for future researchers in this field.