School-based instructional supervision and teacher performance in selected public secondary schools of Nyamagabe district, Rwanda
| dc.contributor.author | Marc, Habimana | |
| dc.date.accessioned | 2019-12-12T09:10:31Z | |
| dc.date.available | 2019-12-12T09:10:31Z | |
| dc.date.issued | 2012-01 | |
| dc.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 Master of Educational Management and Administration | en_US |
| dc.description.abstract | The study entitled “School-Based Instructional Supervision and Teacher Performance in Selected Public SecondarY Schools in Nyamagabe District, Rwanda” sought to answer the research questions which were: What is the profile of the respondents in terms of age; gender; levei of education and experience? What is the level of school-based instructional supervision in selected public secondary schools in Nyamagabe District? What is the level of teacher performance in selected public secondary schools in Nyamagabe District? And is there a significant relationship between school-based instructional supervision and teacher performance? The study utilized a descriptive survey design a particular descriptive correlational. Data were collected by means of questionnaire, and analyzed using Pearson’s correlation coefficient. The findings indicated that the majority of teachers are in the age range of 31-35 (38%). Males dominate females (63.0% and 37.0% respectively), majority of teachers are Bachelor’s Degree holders (66.0%) and teaching experience ranging from of 11-15 years (44%). Female students dominated male students (56% and 44% respectively).The level of school based instructional supervision was high (overall calculated mean = 3.19). The level of teacher performance was very high (overall calculated mean 3.29) and level of school-based instructional supervision and the level of teacher performance are significantly correlated (r- value = 0.48, sig = 0.000). The study concluded that staff development courses should be emphasized to measure head teacher’s expertise in school based instructional supervision. The district of Nyamagabe in collaboration with the government of Rwanda and the Ministry of Education should increase qualified school head to ascertain that school-based instructional supervision is effectively carried, and that head teachers should strengthen practices that positively impact on the teaching/learning process by intensifying classroom instruction visits. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/5214 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University , College of Education, Open & Distance Learning | en_US |
| dc.subject | School-based instructional supervision | en_US |
| dc.subject | Teacher performance | en_US |
| dc.title | School-based instructional supervision and teacher performance in selected public secondary schools of Nyamagabe district, Rwanda | en_US |
| dc.type | Thesis | en_US |