Head teacher and government officials' perceptions of teaching quality in secondary education in Rwanda

The improvement of teaching quality within secondary schooling has been a core focus within Rwandan educational reforms. Despite this emphasis, efforts towards defining this construct have been minimal, particularly amongst head teachers and government officials who often hold responsibilities in monitoring, evaluating and guiding teaching improvements. To address this gap, this study aimed to shed light on these stakeholders' perceptions of teaching quality, the extent of alignment between their views and the degree to which they reflected earlier teacher conceptions. Data from this study drew upon semi-structured interviews with 5 head teachers and 11 government officials from three Rwandan districts. Using constant comparison analysis, findings revealed that strong agreement exists between perceptions of stakeholder groups, as evidenced by a shared recognition that teaching inputs, processes and outcomes are vital components of the teaching quality construct. Key differences that emerged included recognition of the impact of external factors on teaching quality and their greater focus on the importance of inclusion compared with teachers. The results suggest a need for greater emphasis on these factors within initiatives focused on improving teaching to better align the expectations of stakeholders concerning teaching quality. These results have implications for policy and for the evaluation and professional development of teachers.

Automated summary

This study examines the perceptions of teaching quality among head teachers and government officials in Rwandan secondary schools. The findings suggest a strong agreement on the importance of teaching inputs, processes, and outcomes. However, there are differences in their recognition of external factors and the importance of inclusion. These results have implications for policy and teacher evaluation and professional development.