Teaching and Learning Resource Availability and Teacher Effectiveness in Selected Secondary Schools in Huye District, Rwanda

Abstract

The study entitled “Teaching and Learning Resource Availability and Teacher Effectiveness in Selected Secondary Schools in Huye District, Rwanda” sought to answer the research questions which were: what is the profile of the respondents in terms of age, gender, level education and teaching experience? What is the level of teaching and learning resource availability in Huye secondary schools? What is the level of teacher effectiveness in the area of study? And is there a relationship between the level of teaching and learning resource availability and the level of teacher effectiveness in Huye secondary schools? The design of the study was a descriptive survey in particular descriptive correlational. Data were collected by means of questionnaire. Data were analyzed using Statistical Package for Scientific Scientists (SPSS). and interpreted using descriptive statistics of frequency, percentages, means, r-values and tabular presentations. The findings indicated that the majority of teachers are in the age range of 31-35 (33%). Males dominate females (63.0% and 37.0% respectively). The majority of teachers are Bachelor’s Degree holders (73.O%). Their teaching experience is dominated by the range of 6-10 years of teaching experience (31%). The level of teaching and learning resource availability in secondary schools in Huye district is low (overall calculated mean = 1.95). The level of teacher effectiveness is high (overall calculated mean 3.14). The level of teaching and learning resource availability and the level of teacher effectiveness are significantly correlated (r- value 1.199, sign = 0.048). The district of Huye in collaboration with the government of Rwanda and the Ministry of Education should increase teaching/learning resources, provide secondary schools with sufficient subsidies to enable them have adequate teaching/ [earning facilities. Teachers and school administrators should strengthen practices that positively impact on the teaching/learning process.