EFFECT OF TEACHER’S QUALIFICATION ATTRIBUTES ON STUDENT PERFORMANCE IN MATHEMATICS IN SECONDARY SCHOOLS IN RWANDA: A CASE OF RUHANGO DISTRICT

Abstract

The study aimed to investigate the effect of teacher qualification attributes on students’ performance in mathematics in day secondary schools in Ruhango District. It identified these qualifications, analyzed their influence on academic performance, and assessed their overall impact. The study encompassed 150 mathematics teachers, with 76 respondents sampled, alongside 169 teachers (84 respondents), 180 students (90 respondents), and 54 headteachers (27 respondents). Data triangulation employed questionnaires, interviews, and observations, utilizing purposive, stratified, and simple random sampling methods. Quantitative and qualitative methodologies were employed, employing content analysis for qualitative data and IBM SPSS Version 21.0 for descriptive (frequency, percentage, mean, standard deviation) and inferential (correlational, regression) statistical analyses. Findings highlighted that a significant majority of teachers valued educational qualifications (77.0%), communication skills (81.4%), and teaching competence (81.6%) in mathematics instruction. Positive recognition was also given to results from national exams (90.7%), improved exam scores (76.8%), and student achievement (81.4%). Correlation analysis revealed a positive link between teacher attributes (communication skills, teaching methodologies, subject mastery, and homework completion) and enhanced mathematics exam results, class participation, and mathematical proficiency in Ruhango District's day secondary schools. Recommendations include enhancing teacher training, providing sufficient learning materials, and fostering continuous professional development and administrative support to improve teaching quality and student outcomes.