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
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 th...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2023-01-01
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| Series: | Social Sciences and Humanities Open |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291123001857 |
| _version_ | 1797374166979051520 |
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| author | Emma Carter Phil Leonard Anthony J. Onwuegbuzie Pauline Rose Ricardo Sabates |
| author_facet | Emma Carter Phil Leonard Anthony J. Onwuegbuzie Pauline Rose Ricardo Sabates |
| author_sort | Emma Carter |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-08T19:00:59Z |
| format | Article |
| id | doaj.art-8b46066fae2847daa74ada46e575c775 |
| institution | Directory Open Access Journal |
| issn | 2590-2911 |
| language | English |
| last_indexed | 2024-03-08T19:00:59Z |
| publishDate | 2023-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj.art-8b46066fae2847daa74ada46e575c7752023-12-28T05:19:01ZengElsevierSocial Sciences and Humanities Open2590-29112023-01-0181100580Changes in perceptions of teaching quality in secondary schools in Rwanda during the COVID-19 global pandemic and the subsequent closing and reopening of schoolsEmma Carter0Phil Leonard1Anthony J. Onwuegbuzie2Pauline Rose3Ricardo Sabates4REAL Centre, University of Cambridge, UKLaterite, UgandaREAL Centre, University of Cambridge, UK; Corresponding author.REAL Centre, University of Cambridge, UKREAL Centre, University of Cambridge, UKThe 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.http://www.sciencedirect.com/science/article/pii/S2590291123001857Teaching qualityPerceptions of teaching qualitySTEM teachersStability of perceptions of teaching qualitySecondary schools in RwandaCOVID-19 pandemic |
| spellingShingle | Emma Carter Phil Leonard Anthony J. Onwuegbuzie Pauline Rose Ricardo Sabates 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 Social Sciences and Humanities Open Teaching quality Perceptions of teaching quality STEM teachers Stability of perceptions of teaching quality Secondary schools in Rwanda COVID-19 pandemic |
| title | 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 |
| title_full | 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 |
| title_fullStr | 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 |
| title_full_unstemmed | 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 |
| title_short | 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 |
| title_sort | 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 |
| topic | Teaching quality Perceptions of teaching quality STEM teachers Stability of perceptions of teaching quality Secondary schools in Rwanda COVID-19 pandemic |
| url | http://www.sciencedirect.com/science/article/pii/S2590291123001857 |
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