Ways School Leaders Support the Teaching of Chemistry

  • Edwin Byusa University of Rwanda College of Education (UR-CE). Kayonza
  • Edwige Kampire University of Rwanda College of Education (UR-CE), Kayonza
  • Adrian Rwekaza Mwesigye Mbarara University of Science & Technology (MUST
Keywords: competence-based curriculum; chemistry; continuous professional development; headteacher; deputy headteacher; support in teaching

Abstract

The study aims to reinforce the effective teaching of chemistry in secondary schools through the support of the school leadership in the implementation of the competence-based curriculum (CBC). Interviews were organised and conducted with five headteachers and five deputy headteachers from ten selected schools. The results confirmed that the support provided by the school leadership in teaching chemistry was dominated by 30% of respondents at visiting teachers in classes, provision of some basic teaching materials and encouraging teachers to work in the chemistry department for mutual support and professional growth. However, in some schools, there is a need for prioritising continuous professional development (CPD) opportunities, feedback meetings and analysing school data for decision making. Therefore, this study recommends more efforts in CPDs, avail enough teaching aids and hold the pedagogical review and learning meetings lead by headteachers; analyse and use the school data for continuous improvement and build the school on tangible evidence in positive learning outcomes. Plus more support in engaging learners doing chemistry rather than just giving them chemistry books. Transformational leadership is needed, where all stakeholders share the same vision and mission of the school.

Author Biographies

Edwin Byusa, University of Rwanda College of Education (UR-CE). Kayonza

The African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (UR-CE). Kayonza, Rwanda. PO Box: 55 Rwamagana.

Edwige Kampire, University of Rwanda College of Education (UR-CE), Kayonza

Department of Mathematics, Science and Physical Education, Kayonza, Rwanda. PO Box: 55 Rwamagana, University of Rwanda College of Education (UR-CE),

Adrian Rwekaza Mwesigye, Mbarara University of Science & Technology (MUST

Associate Professor, Department of Educational Foundations and Psychology, Mbarara University of Science & Technology (MUST)

Published
2020-09-04

Journal Identifiers


eISSN:
print ISSN: 2508-1128