Teachers’ perceptions on the impact of continuous professional development to promote quality teaching and learning of chemistry: a case of Rwamagana secondary schools, Rwanda

Abstract

The study was designed for the purpose of investigating the chemistry teachers’ perceptions on the impact of Continuous Professional Development (CPD) in promoting quality teaching and learning of chemistry. The qualitative approach and multi-methods sequential research designs were used in this study. Closed-ended questionnaires, semi-structured interviews and focus group discussions were used to collect data. The collected data were thematically analyzed. Twenty-four participants including 5 head teachers, 4 deputy head teachers in charge of studies and 15 chemistry teachers were involved in this study. Data from both questionnaires and interviews were transcribed verbatim and analyzed thematically. The findings showed that chemistry teachers recognize the impact of CPD programs as it enhances their pedagogical and content knowledge development, to improve the quality of teaching and learning of chemistry. However, the results revealed that CPD activities do not promote students’ learning directly. Additionally, the study proved that chemistry teachers have positive perceptions towards the impact of CPD programs. The study recommended that a well-structured systematic policy related to teacher’s continuous professional development must be developed at national level. Further research to explore the impact of CPD activities on promoting the student learning in Rwanda should be undertaken.