Performance In Public Schools Research Articles

Parental Involvement and Students’ Academic Performance in Public Day Secondary Schools in Rwanda: A Case of Kicukiro District

Main purpose of this study was to investigate how parental involvement impacts students’ academic performance in public secondary schools in Rwanda, a case of Kicukiro district. This study was supported by the Theory of Epstein and system theory. The study was investigated in this study using the correlation research approach. 476 government day secondary schools teachers who work as respondents for this study was chosen using the purposive sampling method, and a sample size of 218 respondents was obtained using Solvin's formula. For first objective, findings, the data presented in the table 4.4 highlights various aspects of parental involvement in their children's education. A key finding is that a significant majority of parents, 68.6%, strongly agree that they assist their children with homework, and 19.8% agree with this statement. This suggests that most parents are actively engaged in supporting their children's learning at home. For second objectives, A significant proportion of respondents, 48.3%, agree that students' grades have improved, while 34.8% strongly agree, indicating a general consensus that academic performance has seen an upward trend. Based Low promotion rate of students, a majority of respondents, 54.1%, strongly agree, and 36.2% agree that there is a low promotion rate among students, which suggests that despite the perceived improvements in grades, challenges persist in promoting students to the next level. Based on the Improvement in class participation, the data reveals a strong belief in the improvement of class participation, with 62.3% agreeing and 37.5% strongly agreeing with this statement. The Pearson correlation coefficient of 0.927 indicates a very high positive correlation, suggesting that as parental participation increases, students' academic performance also tends to improve. The government should develop and implement national policies that encourage and facilitate parental involvement in education. The government should allocate funds to support programs aimed at increasing parental engagement, such as workshops, training sessions, and community events that educate parents about their role in their children's education.

Motivation, A Key Booster for Teachers’ Performance: A Case Study on Public Schools in North Macedonia

The quality of an educational system is closely connected with the quality of its teachers. Thus, research into the elementary teachers’ motivation is of a high importance. The main purpose of this study is to describe and identify the level of teachers’ motivation, factors influencing teachers’ motivation and its impact on teachers’ job performance in public elementary schools in the municipality of Chair, Republic of North Macedonia. Furthermore, this study examines teachers’ work consumption and organizational engagement as they relate to teaching performance. Teachers’ motivation was examined through focus groups with the principles of 10 elementary schools and a questionnaire administered to the teachers of elementary education. A sample of 319 teachers participated in the survey. The questionnaire was developed based on literature review. The findings of the study revealed that teachers’ high motivation is closely related to their students’ result. The factors that influenced teachers’ motivation were their salary level, the working conditions related to infrastructure and the interpersonal relations and communication with the leaders of the institutions and/or colleagues. After analysis numerous recommendations were given to help educational institutions provide better support to teachers and improve their levels of motivation and their job performance, such as providing a satisfying work infrastructure, key resources, and professional development opportunities, increasing salaries and giving acknowledgments and recognitions to motivate teachers’ and thus increase their job performance and satisfaction.

Influence of Teachers’ Professional Training and Development on Students’ Academic Performance in Public Secondary Schools in Ndhiwa Sub-County Homabay County, Kenya

Purpose: The persistent academic underperformance in public secondary schools in Kenyan rural areas has raised concerns among educators, policymakers, and local communities. The purpose of the study is to evaluate how teacher professional training and development influence academic performance. One of the key factors believed to have contributed to this challenge is the lack of sufficient and effective professional training and development programs for teachers. There is a growing need to examine how teachers' professional training and development influence students' academic outcomes. The problem this study seeks to address is the unclear and under-researched relationship between teachers' professional development and students' academic performance in Ndhiwa Sub-County. Methodology: The study used descriptive research design and 15 public secondary schools, 113 teachers and 522 students were involved in the study as study respondents. The study used document analysis and semi structured questionnaires to collect the quantitative data, which was analyzed through descriptive statistics (frequencies and percentages). Findings: The study reveals that teachers' professional training and development have a significant impact on students' academic performance in public secondary schools in Ndhiwa Sub-County. The findings also indicated that teachers who undergo continuous professional development are better equipped with modern teaching strategies, content knowledge, and student engagement techniques, which in turn positively influence students' academic outcomes. Teachers with higher levels of training and access to ongoing professional development demonstrate improved classroom management, increased use of learner-centered methodologies, and more effective assessment technique. Unique Contribution to Theory, Practice and Policy: From the study findings, the study recommends that schools and educational authorities should develop more structured and regular Continuous Professional Development (CPD) programs that focus on subject-specific training, pedagogical skills, and updated teaching methodologies. This is because the study findings likely indicate that teachers who engage in regular training and development show better performance in student outcomes. The education policy makers should come up with the programs that forge partnerships between secondary schools and local universities or teacher training colleges to provide advanced training opportunities and access to educational research.

Influence of Most Violated Children's Rights on Student’s Academic Performance in Public Secondary Schools in Ugunja Sub-County, Kenya

This study explored the influence of student rights awareness on academic performance in public secondary schools in Ugunja Sub-County, Kenya. It is established the most violated children's rights and their influence on academic performance in Ugunja Sub-county Public Secondary Schools. The study targeted Ugunja Sub-County Director of Education, 25 School Principals, 393 teachers, and 15,502 students enrolled in Secondary Schools in this Sub-County. This research was anchored on Mathew Kramer's Best interest theory of a child that advocates for maximum protection of the best interest of a child. A descriptive survey design was adopted. Slovin's formula was applied to obtain a sample size of 390 participants. Questionnaires and interview schedules were employed as the research instrument. Their validity was tested through sharing and getting views from members of the cohort. Split-half method was featured in testing the reliability of research instruments by determining the correlation between scores for both halves. The quantitative data from the questionnaires was analyzed using the Statistical Package for Social Science [SPSS] version 20.1. This data was then presented using tables, graphs, pie charts, frequency distribution and percentages so as to make it easily understood. Qualitative data generated from the interview schedules involving the Sub-county Director of Education and Principals was analyzed using thematic analysis. Findings revealed that a total of 97% of students of both gender claimed that there was child right violation in their schools. They were supported with 90% of teachers and 100% of the key respondents (Principals/SCDE). The most commonly violated rights according to both teachers and students was through corporal punishment, bullying, sexual harassment and proper use of school resources where some learners said that they were denied the proper use of some school items such as computers and laboratory apparatus. Other rights that they were denied include, right to play, freedom of expression and discrimination in terms of colour and religion, thus affected the academic performance of the students in secondary schools. It was clear from the study that most teachers and students were aware of the students’ rights, but they were ignorant of the consequences of violating the rights. The research concluded that, among the most commonly violated rights that the study found out were in form of corporal punishment, sexual harassment and cases of bullying respectively. The main sources of children rights in Ugunja Sub-county were television/radio, school and church. There was an observation that none of the sampled schools had posters against child right violation within their compounds. It came out clearly from this study that violation of student’s rights lead to poor academic performance. The study recommended that government should ensure that there are copies of children right act booklets provided to Public secondary schools so that each learner can have a copy as a reference material, Kenya Institute of Curriculum Development should incorporate topics that deal with children rights in the syllabus so that learners can as well acquire information progressively, the school administration should introduce clubs and societies that address student rights. Students can be guided to be active members of the clubs.

Stakeholders’ Support on School-Based Academic Camps for Improved Students Academic Performance in Public Secondary Schools

The study assessed the stakeholders support on school based academic camps to improve students’ academic performance in public secondary schools in Ulunga district, Tanzania. The study comprised five specific objectives. This study adopted the stakeholder theory as it was propounded by Edward Freeman (1980). The study used a convergent research design supported by a mixed methods research approach. The study used simple random and purposive sampling techniques to select the sample size. The participants in this study were: 1 DEO, 10 WEOs, 10 HoSs, 20 parents, 90 students, 10 teachers, 2 chairpersons, and 1 Member of Parliament (MP). Data collection instruments were questionnaires, semi-structured interview guides, and documentary reviews. Quantitative data were analyzed us Statistical Package for Social Sciences (SPSS) version 25, while qualitative data were analyzed using structural-functional and content analysis approach. The study also found that major stakeholders who support academic camps were parents (M = 4.4 and SD = 1.2), school chairpersons (M = 4.1 and SD = 1.4), and students (M = 4.2 and SD = 1.2). The major approach used to solicit stakeholders is school meetings (M = 3.9 and SD = 1.3). Types of support from stakeholders are teaching and learning material (M = 3.70 and SD = 1.1) and light (electricity) mean score (M = 3.5 and SD = 1.2). . Teachers and students perceive uncertainty about stakeholders support; counseling and guidance (M = 3.4 and SD = 1.2), security (M = 3.2 and SD = 1.0), clean and safe water (M = 3.2 and SD = 1.3), and food (M = 2.9 and SD = 1.2). Respondents agree that stakeholders support enhances students’ performance by completing topics (M = 3.5 and SD = 1.1) and interacting in group works (M = 3.5 and SD = 1.3). Based on the findings, appropriate recommendations are proposed.

The Complexities of Improving Learner Performance in South African Public Schools: Where Do We Start from? From the System to the Classroom or Vice Versa?

The purpose of this study is to explore the complexities of improving learner performance in South African public schools by probing whether the starting point should be from the education system itself to the classroom or vice versa. This is done with the aim of informing policy and practice towards improving the accomplishment of learners. This is a purely qualitative research study which relied on existing literature to solicit data to deal with the subject matter of this study. The literature that was used for this research study was not confined to South Africa only. The experiences of other developed and developing countries were used to enrich the data. This study found that considering the state, teachers, and learners as the major stakeholders in the teaching and learning exercise, collaboration between them is necessary. The study established that the voice of the learners as recipients of the curriculum must form an integral part of the learner performance improvement strategy. Schooling is about the learners, and therefore, their feedback from the assessments must be taken into consideration for their performance and ultimate achievement to improve. A further finding is that there must be collaboration between all three stakeholders to nurture a culture that motivates learners to learn, teachers to teach, and the state to collaborate with the teachers and learners to put in place policies that work. This research study contributed to the area of policy by emphasizing that the learners are just as important in shaping the direction of the education system as the policy-makers themselves. Put differently, education and curriculum planning that does not take the voice of the learners into account is destined to fail.

The Impact of Medical Care Provision on Teacher Welfare and Performance in Public Secondary Schools: A Case Study of Sheema Municipality, Uganda

This study investigates the relationship between the provision of medical care for teachers and their overall welfare and performance in public secondary schools within Sheema Municipality, Uganda. Teacher welfare, particularly medical benefits, is increasingly recognized as a critical factor in enhancing job satisfaction and effectiveness. Using a mixed-methods approach, the research explores how access to quality healthcare affects key performance indicators, such as attendance, time management, and class participation. The theoretical framework for this study integrates Herzberg’s Motivator-Hygiene Theory, Expectancy-Value Theories, and Maslow’s Hierarchy of Needs to highlight the essential role of healthcare in addressing basic needs and improving job satisfaction. The research concluded that the majority 64.4% of the teachers were in disagreement that schools always provide first aid to teachers whereas a minority 13.7% were in agreement. Findings suggest that access to medical care can significantly reduce teacher absenteeism, boost morale, and enhance engagement in professional duties, thereby positively impacting student outcomes. The results underline the importance of targeted welfare interventions to support teachers’ health, thereby contributing to broader educational goals and community development. Keywords: Medical care, Teacher Welfare, Teacher performance, Secondary Schools, Uganda

The Impact of School Meal Provision on Teachers’ Performance and Students’ Academic Achievement in Sheema Municipality, Uganda

This study examines the impact of meal provision on both student academic performance and teacher welfare in public secondary schools in Sheema Municipality, Uganda. Grounded in motivational theories such as Herzberg’s Motivator-Hygiene Theory, Expectancy-Value Theories, and Maslow’s Hierarchy of Needs, the research highlights the critical role of proper nutrition in supporting cognitive development and student concentration. Additionally, the study explores the effects of meal provision on teacher motivation and performance, finding that the availability of meals contributes significantly to teacher well-being and job satisfaction, which in turn enhances educational outcomes. The research employs a mixed-methods approach, utilizing both qualitative and quantitative data from eight schools. Key findings indicate that schools face challenges in consistently providing nutritious meals due to financial constraints, exacerbating educational inequalities. A mean value of 4.3 on a 5-point Likert scale indicates broad agreement on the positive influence of meal provision on teacher welfare and student performance. The study recommends policy changes aimed at improving school meal programs by addressing financial and logistical barriers. These interventions are vital for promoting enhanced academic outcomes and the overall well-being of students and teachers in Sheema Municipality. Keywords: School meal provision, Teacher welfare, Academic performance, Nutrition in education, Sheema Municipality, Uganda

Talking back to the failing-schools narrative

PDK polls consistently show that parents give their children’s schools high marks but are dissatisfied with the performance of public schools nationally. This paradox may be explained by the persistent narrative of failing public schools that has dominated media coverage in the past 50 years. Authors Mark Hlavacik and Jack Schneider tracked the prevalence of the failing-schools narrative in print publications, books, and other media. They found connections between national coverage of education and local education reporting. This national narrative of failing schools uses public schools as a scapegoat, which absolves us of our collective responsibility to each other. A more nuanced and multifaceted narrative of public schools is needed.

Integration of Co-Curricular Activities on Students ‘academic Performance in Public Primary Schools in Rwanda, A Case of Bugesera District

The main purpose of this research was to assess the influence of the integration of co-curricular activities on students’ performance in public primary schools in Rwanda, case of Bugesera district, Rwanda. This research was supported with attribution theory and involvement Theory. The researcher used descriptive research design for data collections. The participants were students, teachers and Head teachers. The participants comprised students, teachers, and head teachers, totaling 780 respondents, including 30 head teachers, 150 teachers, and 600 students selected from 30 sampled schools across 15 sectors of Bugesera District, Rwanda. The participants were chosen by using different methods where researcher used random sampling and purposive sampling. The responses for sports show that a significant majority of participants believe that sports are well integrated into public primary schools, with 58.7% agreeing and 36.6% strongly agreeing, making it a widely embraced activity. A very small percentage of respondents were neutral or disagreed, suggesting that sports play a prominent role in school co-curricular activities. Music, particularly through choir and instrumental activities, also enjoys considerable integration in schools, with 34.6% agreeing and 52.8% strongly agreeing to its presence. Findings on objective two indicated that The statements focus on satisfaction with co-curricular activities, participation, assessment, impact on learning, fairness, and the role of feedback in academic improvement. Satisfaction with Co-Curricular Activities, A significant majority of students express satisfaction with the co-curricular activities offered at their schools, with 60.2% strongly agreeing and 34.3% agreeing. The data reflects a strong and significant positive correlation between the two variables, with a Pearson correlation coefficient of 0.919 and a p-value (Sig. 2-tailed) of 0.000. The Pearson correlation coefficient 0.919 suggests a very high positive relationship between students' participation in sports and their academic performance. The government should create policies that support the integration of co-curricular activities as part of the national education curriculum.. The government should provide sufficient funding and allocate resources specifically for the development of co-curricular programs in public primary schools. The government should ensure regular monitoring and evaluation of schools to assess the implementation of co-curricular activities and their impact on students' academic performance.

Effects of Pupils’ Transfers on Academic Performance in Public Primary Schools in Kimilili Sub-County, Kenya

In public schools, particularly in Kimilili Sub-County, student transfers are commonplace; nevertheless, the results of current empirical research on the impact of these transfers on students' academic performance are inconclusive. This study assessed the effects of student transfers on academic performance in public primary schools in Kimilili Sub-County, Kenya, because academic performance in public schools in the sub-county has been below average and the influence of these transfers on academic performance are not known. The research accomplished two goals: determined the impact of psychological factors on students' academic performance and ascertained the influence of social factors on the academic performance of transferred students in public primary schools respectively. The study used a mixed methods approach with a target population of 470 head teachers, 150 class teachers, and 308 pupils who transferred to different public primary schools. Data was collected through questionnaires, focused group discussions, and key informant interviews. The study used SPSS for quantitative analysis and thematic analysis for qualitative analysis. The Cronbach Alpha coefficient method confirmed questionnaire reliability, and expert evaluation confirmed content and construct validity. The study found that social and psychological factors significantly impact students' academic performance. The Pearsons correlation coefficient method yielded (r=0.671, p=0.001< 0.05) for social factors and (r= 0.714, p=0.000 < 0.05) for psychological factors respectively. Qualitative data also confirmed the results. These findings are crucial for addressing challenges faced by students and contribute to existing literature on pupils’ transfers and academic performance especially in public primary schools. Based on these findings, schools, TSC, and Ministry of Education should develop guidelines for transferred pupils, strengthen guidance and counseling programs, and build teacher capacity. This study supports further research on the influence of pupils’ transfers on their academic performance in private primary schools

The Role of Leadership in Teacher Performance in Public Schools

The Role of Leadership in Teacher Performance in Public Schools

The Impact of Bureaucratic Structures on the Performance of School Principals in Public Secondary Schools

The study investigated into bureaucratic role of principals’ leadership performance in public senior secondary schools in Rivers State. The study adopted the descriptive research design. The population of the study consisted of the two hundred and ninety six (296) principals in all the two hundred and ninety-six (296) public senior secondary schools in the 23 Local Government Areas of Rivers State. The sample of this study comprised the two hundred and ninety-six (296) principals selected from the two hundred and ninety-six (296) public senior secondary schools in the twenty three (23) Local Government Areas in Rivers State, representing 100% of the population using the census sampling technique. Out of the 296 copies of questionnaires distributed 275 representing 96% of the total number of copies, were duly completed and returned. The instrument for data collection for this study was a 30 item self-structured questionnaire titled ‘Bureaucratic Role of Principals’ Leadership Performance Questionnaire (BRPLPQ)”. The instrument was structured using the modified 4-points Likert Scale model of; Very High Extent (VHE) – 4 points; High Extent (HE) =3 points; Low Extent (LE) = 2 point and Very Low Extent (VLE) =1 point.

Model of Teachers’ Performance in Public Schools of Panabo City, Davao del Norte, Philippines: Teacher's Performance Triad- Exploring the Nexus of Job Design, Commitment, and Satisfaction

In the realm of educational management, teachers' performance is a crucial component in fulfilling the school’s objectives, as it directly influences the quality of education provided to students. Performing teachers contribute significantly to achieving the institution’s goals by ensuring students receive a high-quality education and reach their full potential. This study aimed to develop a best-fit model of job design characteristics, organizational commitment, and job satisfaction in line with teachers’ performance at the Schools Division of Panabo City. It examined the variables that best predict teachers’ performance and determined the best fit structural model. It utilized descriptive, correlational, and causal-comparative research design. This study is significant to Human Resource Management considering that findings were good inputs on developing a framework in improving teacher’s performance. This framework would also be appropriate tool in identifying intervention programs like training, seminar-workshops and other related activities in line with human resource development program. It involved 490 elementary school teachers and utilized 4 sets of modified questionnaires on job design characteristics, organizational commitment, job satisfaction, and teacher performance, which were subjected to validity and reliability. The findings indicated a positive relationship between job design characteristics, and job satisfaction and are predictors of teacher performance with the equation TP = 5.810 + 0.155 (JDC-M) + 0.168 (JS-TS). Moreover, the result concluded that the best fit structural model on teacher’s performance is greatly anchored on these variables: job satisfaction and job design characteristics. It is recommended to have a policy framework in identifying the appropriate intervention programs in job satisfaction and job design characteristics to improve teacher’s performance of Panabo City Division. Additionally, this recommends that the HRMO, Regional, Division and school Administrators as the implementing unit must have the capacity to identify appropriate tasks and offer technical assistance to the teachers of the school that falls under the jurisdiction of the department to organize informative workshops and seminars aimed at boosting the teachers' motivation and effectively addressing their concerns, particularly regarding promotions and benefits. Further, it needs to have a depth exploration of identifying factors on job satisfaction and job design characteristics for the improvement of the performance of teachers.

Utilization of School Infrastructure and Its Influence on Students' Academic Performance in Public Secondary Schools in Makueni County, Kenya

School infrastructure forms a major part of housing learners in learning institutions. Utilization of school infrastructure in sheltering students against harsh weather conditions facilitates better attainment of school goals. Academic performance of learners in public county secondary schools in Makueni County was low a reason to carry out this study. The purpose of this study was to determine utilization of school infrastructure and its influence on academic performance in secondary schools in Makueni County. The objective of this study was to establish the level of utilization of school infrastructure and its influence on student’s academic performance in public county secondary schools in Makueni County. The study adopted a mixed methods research design, specifically a convergent parallel research design and was supported by Education Production Function Theory. Research instruments were questionnaires and interview schedules. Validity was achieved through expert judgment and reliability by test-retest technique. The target population was 60 county secondary schools, 60 principals and 1004 teachers. Simple random and stratified sampling techniques were used to select the schools while systematic and purposive sampling was used to sample teachers and principals. The selected sample was 30 county schools, 30 principals, and 286 teachers. Total number of respondents was 316. Descriptive and inferential statistics (means, percentages, and multiple regression) and thematic analysis worked out the level of utilization of school infrastructure on students’ academic performance. Multiple regression showed that Utilisation of school infrastructure showed moderate means of 3.86, which revealed moderate influence existed between its utilisation and students’ academic performance. Qualitative data revealed different themes meant that effective utilization of school infrastructure positively influenced students’ academic performance in county secondary schools in Makueni County. Major conclusion was that there was needed to ensure effective utilisation of school infrastructure in order to improve academic performance. This study would provide important information useful to education policy makers in formulating additional policies leading to effective utilisation of school infrastructure in secondary schools.

The efficiency of public and private schools: do environmental conditions matter in a Latin American country?

ABSTRACT This paper analyses whether (environmental) socio-economic conditions have a heterogeneous effect on the efficiency of Ecuadorian secondary public and private schools. To tackle this question, we develop a conditional order-m efficiency estimation and run non-parametric regressions to understand the effect of environmental conditions on school performance. We find that the gap between private and public schools’ performance is reduced after controlling for external factors that affect mainly the performance of public schools. More precisely, efficiency values move from a value of 1.29 to 1.01 for public schools and from 1.18 to 1.01 for private schools. In particular, the education level and employment status of the parents are the main drivers of educational performance. Parents with more than 10 years of schooling positively influence the pupils’ performance, whereas the impact of unemployment status varies depending on the mother’s and father’s employment status and the type of school.

INFLUENCE OF SCHOOL TENDER COMMITTEE PRACTICES ON STUDENTS PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN RWANDA: A CASE OF NGORORERO DISTRICT

The goal of this study is to look at the influence of school tender committeepractices on student performance in public secondary schools in Ngororero District, Rwanda.This study is important to the government of Rwanda and other educational stakeholders. The study used a descriptive survey approach where the target population was 106 parents, 195 secondary teachers and 15 school leaders for a total of 316 respondents within the sample size of 177 respondents has drawn using Taro Yamanes (1967) formula. Statistical findings were analysed in descriptive and inferential way where these findings indicate that school tender committee practices can influence academic performance and are positively and statistically correlated, as the majority of their level of significance was greater than 0.05 in association with school tender committee practices and academic performance in the Ngororero district of Rwanda. Regarding research findings, it is advised that the Rwandan school tender committee prioritise openness, accountability, and quality over cost in purchasing selections.

The contribution of quality management practices to student performance: Mediated by school culture

School management is responsible and accountable for implementing educational policies into practice effectively and efficiently to provide quality education. Simultaneously, school management can grasp the core features of the whole school process and identify the relationship among three variables: quality management practices, school culture, and student performance. The current study aims to explore the school principals' perception about quality management practices and its relationship with school culture and student performance in the public secondary schools of Punjab province, Pakistan. In order to achieve the objectives of the study, the study adopted an exploratory sequential mix-methods research design. The researcher conducted a systematic literature review of sixty-three previous studies and interviews with eleven school principals for the qualitative data. Based on results obtained from the qualitative phase, a questionnaire was prepared and dispatched to 150 school principals to get quantitative data. Successively 120 valid responses were received. SEM analysis was performed to get quantitative results. The study's preliminary conclusion demonstrated a positive connection between quality management and student performance in public secondary schools, and quality management was also a significant predictor of school culture. Further, school culture served as a complete mediator between quality management and student performance.

Managing School Climate for Teachers’ Job Performance in Public Senior Secondary Schools in Rivers State

This study investigated managing school climate for teachers’ job performance in public senior secondary schools in Rivers State. Four research questions and four null hypotheses were used for the study. A Descriptive Survey Research Design was used for the study. The population of this study comprised 6,893 teachers in public senior secondary schools in Rivers State. A sample of 1,379 teachers representing 20% of the 286 public senior secondary schools in Rivers State was used for the study. Stratified random sampling technique was used for the study. The research instrument that was used in this study was a 20 items self-structured questionnaire titled: Managing School Climate For Teachers’ Job Performance Questionnaire (MSCTJPQ). The instruments were validated and reliability index was determined by the use of Cronbach alpha reliability statistics tool which yielded 0.82. The statistical tools used for answering the research questions was Mean and Standard Deviation; while t-test was used to test the null hypotheses at 0.05 Alpha level of significance. The findings of the study showed that; Leadership practices, Collaborative culture, Professional development and Teachers’ well-being enhance teachers’ job performance in public senior secondary schools in Rivers State. Based on the findings, the study therefore conclude that effective management of the school climate plays a pivotal role in enhancing teachers’ job performance in public senior secondary schools in Rivers State. The study therefore recommended that; Rivers State ministry of education should invest in leadership training for school administrators to enhance their skills in creating and sustaining a positive school climate. Effective leadership sets the tone for a supportive and collaborative environment. Also, Rivers State school administrators should foster the creation of PLCs where teachers can collaborate, share ideas, and support each other's professional growth and also, involve teachers in decision-making processes related to school policies, curriculum development, and other relevant matters. This collaborative approach enhances the overall school climate.

INFLUENCE OF PEER LEARNING PRACTICES ON STUDENT ACADEMIC COMPETENCES IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN RWANDAA CASE OF RUHANGO DISTRICT

Background:Peer learning recognized as a form of collaborative learning has garnered significant attention in educational settings due to its potential to enhance students understanding and retention of subject matter. The purpose of this study was to investigate the influence of peer learning practices on student academic competences in mathematics in public secondary schools in Rwanda. This study was guided by three specific objectives and three research hypotheses focusing on peer learning practices and their influences on student academic competences in mathematics in Public secondary schools. Methods and Materials:The study utilized a mixed-methods research design. The target population included 5 sector education officers, 20 secondary school head teachers, 40 mathematics teachers, and 1435 students from 20 secondary schools in Ruhanago District. Both probability and non-probability sampling procedures were employed to determine the sample size. Specifically, stratified random sampling was used for selecting education officers, head teachers, and mathematics teachers, while convenience sampling was employed for selecting students. Data collection involved the use of interview guides for head teachers and questionnaires for teachers and students. Qualitative data were analyzed using statistically techniques, while quantitative data were analyzed with IBM SPSS. Results:Results pertaining to the relationship between peer learning practices and academic competences in mathematics revealed significant findings. 93.1% of students acknowledged that peer-learning practices positively influenced their mathematics grades, while 91.5% agreed that these practices enhanced their problem-solving skills. Additionally, 94.5% of respondents affirmed that peer-learning practices improved their conceptual understanding of mathematics, while 92% agreed that such practices increased their peer interaction and collaboration skills. Furthermore, 94.5% of students acknowledged that peer-learning practices enhanced their metacognitive skills. A strong relationship was established between students academic competences and peer learning practices where Pearson coefficient of correlation states the correlation (r=0.860, p-value<0.001), Peer learning practices and students problem solving skills (0. 608**.p-value<0.001), Students academic abilities and peer learning practices (r=.876** , p-value <0.001). changes or improvements in their academic competences due to peer learning practices (r=.705** , p-value <0.001) The association is related because p-value was less than 0.05, explaining that peer learning practices influence students academic competences at high level. The researcher suggests further investigation to explore the influence of students academic competences on their overall academic performance in public secondary schools in Rwanda, allowing for comparative analysis. Overall, the results pertaining to the relationship between peer learning practices and students academic competences in mathematics establish a strong correlation. The data consistently demonstrate a high degree of positive correlation between peer learning practices and students math grades, problem-solving skills, conceptual understanding, peer interaction and collaboration skills, metacognitive abilities, and overall academic confidence. Conclusion: It is essential to acknowledge that the effectiveness of these practices may vary based on contextual factors and individual differences among students. Effective facilitation and a supportive learning culture are crucial for realizing the full benefits of peer learning practices, as well as for addressing potential challenges and variations in outcomes.