STAFF DEVELOPMENT AND CURRICULUM IMPLEMENTATION IN SECONDARY SCHOOLS IN NYAMASHEKE DISTRICT, RWANDA

Jean Bimenyimana, Cissy Karungi

Abstract


The study is entitled “Staff Development and Curriculum Implementation of Secondary Schools in Nyamasheke District, Rwanda”. This research was conducted with the purpose of analyzing the impact of Staff development on Curriculum implementation in secondary schools of Nyamasheke District. The study had three specific objectives. Firstly, it was designed to analyze the status of training related to Staff development in schools of Nyamaheke District. The second objective was to find out the challenges faced by schools of Nyamasheke District in curriculum implementation. Finally, the third objective was to analyze the relationship between staff development and curriculum implementation. The study established the relationship between independent variables (training; mentoring; coaching) and dependent variables (teaching methods and content coverage). The target population was made up of head teachers, teachers, and students from secondary schools of Nyamasheke District. The number of those schools targeted by this study was 10 secondary schools. The population was 5’425 people composed of 10 head teachers, 181 teachers, and 5.234 students. The respondents purposively sampled were 250 people composed of 10 head teachers, 160 teachers, and 80 students. Four boys and four girls were selected from every school for the purpose of gender balancing in the study. Data were collected using questionnaires and observation checklists and analyzed using both quantitative and qualitative techniques; data were analyzed using the statistical package for social sciences presented in tables. The study found that Staff development and Curriculum implementation have been more and more effective since 2016 according to Competence-Based Curriculum (CBC): 90% of teachers have been trained on the new curriculum since 2015; 80% of head teachers are bachelor holders in education and 20% of them are post-graduate diploma holders in education. The main challenge is that new documents applied to the new curriculum remain very few. Indeed, 30% of schools do not have well-equipped school laboratories with modern materials and SPSS has been used to analyze different data. The study concluded that there is hope that Curriculum implementation will succeed in the future. The research recommended that the Ministry of Education should help schools to equip all science and computer laboratories. The District Education Officer (DEO) and the school management were also advised to plan much training about new Curriculum implementation. The successful Curriculum implementation will benefit all stakeholders in education and the results of national examinations will be interesting in the future.

 

Article visualizations:

Hit counter


Keywords


cross-cultural communication challenges, cross-cultural communication, movies, content analysis

Full Text:

PDF

References


Aguilando, H. B. et al. (2012). The Role of Stakeholders in Curriculum Implementation. From http://www.Slideshare.net/PHLLMURP/implementing-the-curriculum-the-roles-of-stakeholders-hazel-and-jeric.

Akinfe, E., Olofinniyi, O. E. & Fashiru, C. O. (2012). Teachers’ Quality as Correlates of Students’ Academic Performance in Biology in Senior Secondary Schools of Ondo State, Nigeria. Online Journal of Education Research, 1 (6), 108-114. Retrieved December 27, 2012, from http://www.onlineresearchjournals.org/IJER

Al Jishi, H. A. (2009). Motivation and its Effect on Performance on Nurses in Aramco Health Center. (Master of Business Administration and Human Resources, Open University of Malaysia, 2009).

Association Rahman, F., Jumani, N. B., Akhter, Y., Chisthi, S. H. & Ajmal, M. (2011). Relationship between Training of Teachers and Effectiveness Teaching. International Journal of Business and Social Science, 2 (4), 150-155

Babbie, E. (1990). Survey Research Methods, Belmont, C. A.: Wordsworth.

Baker, T. L. (1994). Doing Social Research (2nd Ed). New York: McGraw-Hill Inc.

Ball, D. L. & Cohen, D. K. (1999). Developing Practices, Developing Practitioners: Toward a Practice-based Theory of Professional Development. In G. Sykes & L. Darling-Hammonds (Eds). Teaching as the learning profession: Handbook of policy and practice (pp. 30-32). San Francisco CA: Jossey

Cash, C. S. (1993). Building Condition and Student Achievement and Behavior. Unpublished Doctoral Dissertation. Virginia Polytechnic Institute and State University, Blacksburg, V.A.

Casteel, C. J. & Ballantyne, K. G. (Eds). (2010). Professional Development in Action: Improving Teaching for English Learners. Washington D.C.: National Clearinghouse for English Language Acquisition. Retrieved December 28, 2012, from http://www.ncela.gwu.edu/files/uploads/3/PD_in_Action.pdf

Chhem, R. K. (2001). Curriculum Design and Implementation: The Basics / CDTL Publications. Singapore.

Chittom, L. (2012). Integrating Multicultural Education in the Classroom. Retrieved From http://www.brighthubeducation.comteaching-methonds-tips/79979-importance-of-multicultural-education-and-teaching-ideas

Cohen, D. K. & Hill, H. C. (2000). Instructional Policy and Classroom Performance: The Mathematics Reform in California. Teachers College Record, p294-343.

Cowie, D. (2010). Coaching for Improving Teacher Practice within a Professional Development Initiative. (Master of Educational Leadership and Management, Unitec Institute of Technology, New Zealand, 2010).

Dahir, M. A. & Faize, F. A. (2011). Misallocation of Student / Teacher Ratio, Class Size, and per Student Expenditure Leads to the Wastage of Resources and Lower Academic Achievement: An issue of Resource Management. International Research Journal of France and Economics, Euro-Journal Publishing, Inc.

Dierckx, D. (2013). The Importance of Social Demographics in Online Survey. Check Market.

Fullan, M. and Pomfret, A. (1977). Research on Curriculum Implementation. Review Educational Research, 47 (1).

Gupta, A. & Kashiri, R. (2006). Professional Development Workshops in Science Education for Teacher Capacity Building. Electronic Journal of Literacy through Science, 6 (1), 3. Retrieved December 21, 2012, from http://ejlts.ucdavis.edu

Harerimana, J. P. (2013). In-Service Education Programmes for Secondary School Teachers and Students’ Academic Performance. Unpublished M.Ed. Thesis.

Koontz, H. & Weihrich, H. (1988). Management. New York: McGraw-Hill.

Kraaijenbrink, J. et al. (2009). The Resource Based View: A review and Assessment of its critiques. University of Twente, Nikos, Netherlands.

Loucks, S. and Lieberman, A. (1983). “Curriculum Implementation” in Fundamental Curriculum Decisions, 1983 Yearbook, Alexandria, Virginia.

Lunenburg, F. C. (2011). Expectancy Theory of Motivation: Motivating by Altering Expectations. International Journal of Management, Business, and Administration, 15(1), 1-4.

Martha, K. (2005). Factors Affecting Performance of Undergraduate Students at Uganda Christian University. (Master of Arts in Educational Management. Makerere University, 2005).

Matsuura, K. (2001). Interactive Thematic Session on Education for all Sustainable Development in Less Developed Countries. Brussels.

Ministry of Education (2006). Education Sector Strategic Plan 2006-2010. Kigali: MINEDUC

Ministry of Education (2010). Education Sector Strategic Plan 2010-2015. Kigali: MINEDUC.

Ministry of Education (2012). Rwanda Education Statistics Report. Kigali: MINEDUC.

Ministry for Public Service and Labour (2009). National Skills Audit Report. Kigali: MIFOTRA.

Mizell, H. (2010). Why Professional Development Matters. United States of America: Learning. Retrieved January 12, 2012, from www.learningfoward.org/advancing/whypdmatters.cfm

MOEST (2005). Kenya Education Sector Support. Government Printer.

Mugenda, M. et al. (1999). Research Methods. Qualitative and Quantitative Approaches. Nairobi: Acts Press Performance. New York: John Wiley and Sons, Inc.

Museti, P. (2007). Teaching / Learning Strategies in Integrated English Course and their Effect on Performance in Manga Division, Nyamira District. Unpublished M.ED. Thesis, Kenyatta University.

Mutai, K. M. (2002). How to Write Quality Research Proposal: A Complete and Simplified Recipe, New Delhi: The Ailey Publishers.

Mutoro, J. M. (2001). Factors Affecting Implementation of Curriculum for Learning Impaired. A case study of Webuye Schools for the Deaf, Bungoma District. Unpublished M. ED. Thesis, UON.

Nakpodia, E. D. (2010). Human Resource Management in School Administration in Delta State. Journal of Social Sciences, 23 (3), 179-187.

Ngala, F. B. J. A. & Odebero, S. O. (2010). Teachers’ Perceptions of Staff Development Programmes as It Relates to Teachers’ Effectiveness: A Study of Rural Primary Schools in Kenya. Academic Journals: Educational Research and Review, 5 (1), 1-9, Retrieved December 20, 2012 from http://www.academicjournals.org/ERR2

O’Donoghue, T. and Punch, K. (2003). Qualitative Educational Research in Action: Doing and Reflecting, London Routledge Falmer.

Olaniyan, D. A. & Ojo, L. B. (2008). Staff Training and Development: A Vital Tool for Organizational Effectiveness. European Journal of Scientific Research, 24 (3), pp.326-331. Retrieved December 20, 2012, from http://www.eurojournals.com/ejsr.htm

Oso, W. Y. and Onen, D. (2009). Writing Research Proposal and Report. Nairobi. Sitima.

Pennsylvania State Education Association Education Services Division (2008). Keys to Close Achievement Gaps: Planning High-Quality Professional Development. Harrisburg: Pennsylvania State Education

Penuel, W. et al. (2007). What makes Professional Development Effective? Strategies that Foster Curriculum Implementation, “American Educational Research Journal”, 44(4), 921-58.

Robbins, M. H. (2011). Middle School Teachers’ Perceptions of Professional Development Experiences. (Degree of Doctor of Education. Western Carolina University, 2011).

Rutere, M. (Ed), (2007). Falling Short: The Right to Free Primary Education. A Discussion Paper on the Status of Education in the Slums of Nairobi. Daraja Civic Initiative Forum.

SADC (2010). Curriculum Theory, Design and Assessment. The Commonwealth of Learning. West Broadway. Vancouver, Canada.

Sekaran, U. (2003). Research Methods for Business: A Skill Building Approach, 4th Ed. N.Y.: John and Wiley.

Seton, C. L. (2005). Evaluating the Impact of Professional Development. The Journal of Research in Professional Learning. Published by the National Staff Development Council. Retrieved December 27, 2012, from www.nsdc.org

Sharp, C., George, N., Sergent, C., O’Donnell, S. & Heron, M. (2009). The Influence of Relative Age on Learner Attainment and Development. Retrieved from https://files.eric.ed.gov/fulltext/ED508563.pdf

Simon, M. K. (2011). Assumptions, Limitations, and Delimitations. Dissertation Research. Unpublished.

Snow-Renner, R. & Lauer, P.A. (2005). Professional Development Analysis. Denver: Mid-continent Research for Education and Learning. Retrieved January 2, 2013, from http://www.mcrel.org

Sparks, D. (2002). Designing Powerful Professional Development for Teachers and Principals. Oxford, OH: National Staff Development Council.

Sparks, D. and Hirsh, S. (2000). A National Plan for Improving Professional Development.

Sullivan, H. G. (2008). An Investigation of a Professional Development Program Using Industry Partnerships and Student Achievement. (Doctoral Dissertation. Texas A & M University, 2008).

Tilstone, C. (1998). “The value of observation” in Tilstone, C. (Ed). Observing Teaching and Learning: Principles and Practice, London, Fulton Publishers.

UNESCO (2005). Challenges of Implementing Free Primary Education in Kenya: Assessment Report. Nairobi. UNESCO.

UNESCO (2008). Challenges of Implementing Free Day Secondary Education in Kenya: Experiences from Districts. Nairobi. UNESCO.

University of Zimbabwe (1995). Curriculum Implementation, Change and Innovation. (Module EA3AD). Center for Distance Education, University of Zimbabwe. Harare.

Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement (Issues & Answers Report, REL 2007- No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest, Retrieved January 28, 2013, from http://ies.ed.gov/ncee/edlabs.




DOI: http://dx.doi.org/10.46827/ejsss.v9i3.1593

Copyright (c) 2023 Jean Bimenyimana, Cissy Karungi

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2016 - 2023. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.