This research focused on evaluating the impact of teachers' hiring strategies on the academic achievement of students in government secondary schools in Rwanda, specifically in Nyamasheke District. This study was based on human capital theory and theory of teachers' quality. The researcher intended to employ a descriptive research design and correlational research design for data collection. The total number of participants was 180 teachers, 20 education officials and 30 head teachers. These participants were drawn from 30 selected schools across 15 sectors within Nyamasheke District, Rwanda. The sample size was 146 participants calculated by using Yamane formuala. Teachers was selected randomly while headteachers and education officials was selected purposively based on their relevant experiences, in line with the study's objectives. A substantial percentage of respondents (43.9%) strongly agreed that a strong link exists between the teacher recruitment process and students' academic performance, with an additional 38.6% agreeing. This indicates that over 80% of participants believe recruitment directly influences academic success. However, a minority (7.9% strongly disagreeing and 7.0% disagreeing) expressed skepticism about this relationship. Moreover, 64.9% of respondents strongly agreed that recruiting qualified teachers positively impacts student behavior, while 25.4% also agreed. This suggests that nearly 90% of participants see a connection between qualified teachers and improved student conduct. When it comes to collaboration among teachers, 46.5% strongly agreed and 38.6% agreed that the recruitment process influences teamwork, although some (7.0% disagreed and 5.3% strongly disagreed) did not perceive a strong link. Additionally, 62.3% of respondents agreed that merit-based recruitment enhances academic outcomes, with 15.8% strongly agreeing. However, 14.0% of respondents strongly disagreed, indicating a divergence of opinion on the effectiveness of this approach. The Pearson correlation coefficient calculated for these variables is 0.919, indicating a very strong positive correlation. This suggests that enhancements in the recruitment process are strongly associated with improved student academic outcomes. The coefficient value of 0.919, which is close to1, implies a near-perfect positive correlation.

The research assess the extent to which various factors related to teaching aids usage are employed to enhance the acquisition of generic skills among students of mathematics in public secondary schools; identifies the specific generic skills in mathematics that students acquire as a result of using teaching aids in public secondary schools, and determines the relationship between the utilization of teaching aids and the acquisition of generic skills in mathematics in public secondary schools in Bugesera district, Rwanda. The study underscores the significance of teaching aids in improving mathematics education quality in Rwanda's public secondary schools, particularly in Bugesera district. By evaluating the impact of teaching aids on the acquisition of generic math skills, the study offers valuable insights for enhancing educational practices and informing evidence-based policy decisions using a mixed-methods approach that combines qualitative and quantitative data collection through case study and survey research designs. By capturing statistical trends and contextual insights from a targeted sample of 184 respondents, including mathematics teachers, head teachers, sector education inspectors, and students, the study provides a comprehensive understanding of how teaching aids influence student outcomes. Stratified and simple random sampling techniques were utilized to ensure the reliability and validity of the research. Data were collected through questionnaires, interviews, and observations. The study's internal consistency and accuracy were verified using the Content Validity Index (CVI) and Cronbach's alpha coefficient. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were subjected to content analysis. Content analysis was used for qualitative data. Results indicate a significant integration of teaching aids into mathematics lessons, with 83.6% of respondents agreeing that these aids effectively enhance the acquisition of generic skills, reflected by a mean of 4.21 and a standard deviation of 1.16. Additionally, 60.9% of respondents agreed that the frequency of using teaching aids is sufficient to support skill acquisition, with a mean of 3.43 and a standard deviation of 1.21. The majority of respondents acknowledged the positive impact of teaching aids on students' motivation, engagement, and skill development, with 86.9% confirming their role in enhancing students' motivation to acquire generic skills. Moreover, 91.3% agreed that teaching aids engage students actively, fostering interest and participation in mathematics learning, as shown by a mean of 4.35 and a standard deviation of 0.56. However, 65.7% noted challenges related to the accessibility and availability of teaching aids, with a mean of 2.7 and a standard deviation of 1.57. Furthermore, the study has revealed a strong and positive correlations between the frequency, variety, and accessibility of instructional aids and the development of students' critical thinking, problem-solving, and logical reasoning skills.