TEACHERS WORKING CONDITIONS AND LEARNERS ACADEMIC PERFORMANCE IN RWANDAN PUBLIC SECONDARY SCHOOLS: A CASE OF BURERA DISTRICT 2014/2019

Uwanyirigira Marie Chantal and Sikubwabo Cyprien

No 2022-41-02, Working papers from Voice of Research

Abstract: This study sought to investigate the teachers’ working conditions and learners’ academic performance in Rwandan public schools. The specific objectives were firstly relationship between teache to find out the rs’ remuneration and learners’ academic performance in Burera district public secondary schools, secondlyto e xamine the relationship between teachers’ workload and learners ’academic performance in Burera district public secondary schools, descrip This used tive research design involving quantitative and qualitative approaches. The study used 679 as the study population and a sample of 65 participants. Data were collected using structured questions with 5point Likert scales. Quantitative data were analyzed u sing frequencies, percentages, standard deviation, means, and regression analysis. The study revealed that there is a significant relationship between teachers working conditions on learners' academic performance in Rwandan public schools. These results we re reached after using regression analysis using Statistical Package for Social Sciences (SPSS).Therefore, it was found that teacher remuneration has a positive and significant relationship with learners' academic performance. Teachers' recognition has a p ositive and significant relationship with learner's academic performance.Finally , multiple correlation analysis concluded that teachers working condition has a significant relationship with learner's academic performance. Key words: Learners academic perfo remuneration and teachers workload.

Date: 2022-03
New Economics Papers: this item is included in nep-ure
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