School-Based Instructional Supervision and Teacher Performance in Selected Public Secondary Schools of Nyamagabe District, Rwanda

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 majoriW 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 schoolbased 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

TABLE OF CONTENTS

Declaration A

Declaration B ii

Dedication iii

Acknowledgement iv

Abstract v

Table of contents vi

List of tables viii

List of figures ix

Chapter Page

One THE PROBLEM AND ITS SCOPE 1

Background of the Study 1

Statement of the Problem 4

Purpose of the Study 5

Research Objectives 5

Research Questions 6

Hypothesis 6

Scope 6

Significance of the Study 7

Operational Definitions of Key Terms 8

Two REVIEW OF RELATED LITERATURE 10

Concepts, Ideas, Opinions From Authors/Experts 10

Theoretical Perspectives 25

Related Studies 27

Three METHODOLOGY 33

Research Design 33

Research Population 33

Sample Size 33

Sampling Procedure 34

Research Instrument 35

Validity and Reliability of the Instrument 35

Data Gathering Procedures 37

Data Analysis 38

Ethical Considerations 38

Limitations of the Study 39

Four PRESENTATION; ANALYSIS AND INTERPRETATION OF DATA 40

Five FINDINGS, CONCLUSIONS, RECOMMENDATIONS 53

Findings 53

Conclusions 54

Recommendations 55

References 56

Appendices 63

Appendix I - Transmittal Letter 63

Appendix II - Transmittal letter for teachers 64

Appendix III - Transmittal letter for students 65

Appendix IV - Informed consent 66

Appendix V- Face sheet for teachers 67

Appendix VI- Face sheet for students 68

Appendix VII- Questionnaire for teachers 69

Appendix VIII- Questionnaire for students 72

Appendix IX- Sampling formula 74

Appendix X - Proposed budget 75

Appendix XI- Time frame 76

Appendix XII- Researcher’s C~V 77