Assessing the Contribution of Educational Non-Government Organizations to Teachers’ Professional Development in Secondary Schools in Nyabihu District, Rwanda
Teachers’ Professional development is crucial to meet educational changes. This study analyses the way it shaped teachers’ practices in Secondary schools of Rwanda from the case study of Nyabihu District through coaching and mentoring program. The qualitative and quantitative methods were used to get data by using the questionnaire and the interview. The population was 79 teachers trained in the program .The purposive sampling was used to get 39 trained and 39 not trained teachers in program. The findings revealed that secondary school teachers do not maximize the benefits that accrue from the program. This is due to challenges: lack of time, language barrier, school leadership influence and weak interaction between the teachers. It revealed that 91.1% of the trained teachers on program used Continuous professional Development (CPD) activities in teaching practices while only 19.3% of non- trained teachers use them. The study recommends that teachers’ CPD activities should be given time and all teachers should be trained on Educational Coaching and Mentoring.
Kigali Institute of Education (KIE) was issued with copyright registration Certificate No. Rw-C10000866 by the Office of the Registrar General in accordance to the Rwandan IPR Law No. 31/2009.
N.B.: KIE is now a College of Education, constituent of the University of Rwanda in accordance to the Rwandan Law No. 71/2013 of 10/09/2013 establishing the University of Rwanda (UR), and the College of Education as shown on its website: http://www.ce.ur.ac.rw/