Changes in perceptions of teaching quality in secondary schools in Rwanda during the Covid-19 global pandemic and the subsequent closing and reopening of schools

Bibliographic Data

ID22204334
AuthorsEmma Carter (0000-0001-6169-3806, University of Cambridge), Philip S J Leonard (0000-0002-8047-5262), Anthony J Onwuegbuzie (0000-0002-4569-5796, University of Cambridge, corresponding author), Pauline Rose (0000-0002-6701-6774, University of Cambridge), Ricardo Sabates (0000-0002-1433-5667, University of Cambridge)
Year2023
Volume8
Issue1
Pages100580
Publication date2023-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Sciences & Humanities Open (JOURNAL)
Journal identifiersISSN: 2590-2911 • E-ISSN: 2590-2911
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2023.100580
PMID37274018
OpenAlexW4379276122
LanguageEN
References cited23

The stability of measures of teaching quality is essential for making generalizations of results stemming from these measures to other teaching situations. However, no research has examined the effects of unexpected situational factors on the stability of these measures. Therefore, the purpose of this two-phase quantitative research study was to examine the following aspects among secondary school teachers in Rwanda, using a score-validated, multiple-dimension measure: (a) perceptions of teaching quality (PTQ) prior to the onset of the COVID-19 context (Phase 1; descriptive and correlational design); and (b) the extent to which COVID-19 and the subsequent closing and reopening of secondary schools affected PTQ among STEM teachers in Rwanda, and the associations between these changes in PTQ and selected socio-demographic/locational variables (Phase 2; descriptive and correlational research design). Phase 1 findings revealed that two measures of cultural values (i.e., Attitudes Towards Cultural Values Scale, Inculcating Cultural Values Scale, respectively) generated the most positive attitudes, whereas the Satisfaction with Resources and Material Subscale yielded the least positive attitudes. Phase 2 findings revealed that for four of the nine PTQ scales/subscales, the COVID-19 context negatively affected PTQ. These findings provide compelling evidence of the importance of monitoring PTQ, especially during times of crises. Moreover, these findings have implications for Rwandan educational policymakers, Rwandan administrators, teacher training administrators, and, above all, the teachers themselves, as they all seek to maximize teaching quality in Rwandan secondary schools

Descriptive statistics · Geography · Medical education · Pandemic · Perception · Situational ethics · COVID-19 and Mental Health · Education Practices and Challenges · Mathematics · Medicine · Psychology · Social Psychology · Technology-Enhanced Education Studies

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