A study on the socioeconomic conditions of teachers in Primary and Secondary Public schools in Rwanda: Case study of Bugesera, Nyarugenge and Ruhango Districts

Abstract

The present study investigates the socioeconomic problems faced by teachers in public primary and secondary schools, and looks into ways their living and working conditions could be improved. The guiding research question of the study is: “to what extent is the profession of teaching in Rwanda recognized as a pillar of sustainable development, are the teachers‟ living conditions decent enough as a key contributor to development?” the merging findings are quite significant and meaningful: Despite the law stating that any civil servant is entitled to annual appraisals and promotions for example, over 90% of teachers surveyed had neither been appraised nor promoted in the last three years. Their working conditions are still significantly below average standard public employees; their salaries are not sufficient to cover the essential needs to the extent that most of the teachers consume their salaries within a week, and find themselves in a situation of perpetual debt. Despite tremendous efforts made by the government of Rwanda to improve teachers‟ living conditions, they still complain that their salaries should be harmonized to those of other civil servants.

Key words: Educational sector, socioeconomic conditions, sustainable development, teaching conditions