Head Teacher’s Supervisory Practices and Professional Development of Teachers in Selected Secondary Schools in Gicumbi District, Rwanda
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Date
2012-10
Authors
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Journal ISSN
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Publisher
Kampala International University, masters in Educational Management and Administration
Abstract
This study was carried out in Selected Secondary Schools in Rwanda in the District of Gicumbi. The main objective of the study was to examine the supervisory role of headteachers in the professional development of teachers in secondary schools in Gicumbi District. But more specifically, the objectives of the study were to determine: (1) the profile of the respondents in terms of age, gender and educational level; (2) the level of headteachers supervisory practices in secondary schools in Gicumbi District; (3)
the level of professional development of teacher’s in secondary schools in Gicumbi District and (4) whether there is a significant relationship between the level of headteacher’s supervisory practices and professional development of teachers in secondary schools in Gicumbi District. Both quantitative and qualitative methods were used to carry out this study. The
qualitative method was made up of questionnaires which were used to collect the necessary data from teachers in Gicumbi District. The study found that (i) There were generally less female informants than the male
counterparts; majority of the respondents between 31-40 years; majority of the respondents were Diploma holders and Most respondents had worked between 7-9 years (ii) teachers agreed that Headteachers supervisory role contributes towards the teachers’ development of teaching practices (iii) have got enough skills and knowledge about the teaching profession within the district ranked the highest (iv) there a significant relationship between the level of headteachers supervisory practices and professional development of teachers in secondary schools in Gicumbi District The study concluded that Continuous training in supervisory skills for headteachers can create an enabling environment where roles are appreciated in developing teaching
practices to enhance professional advancement. It recommended that Headteachers ought to get obligatory continuous in-service training to equip them with managerial competencies for the development of teaching practices in secondary schools.
Description
A Thesis Presented to the College of Higher Degrees and Research Kampala International University Kampala, Uganda in Partial Fulfillment of the Requirements for the Degree of Master of Educational Administration and Management
Keywords
Head Teacher’s Supervisory Practices and Professional Development, Gicumbi District, Rwanda