Effect of Teacher Competence on Performance of Learners in Numeracy and Literacy in Rwanda: A Case Study of Public Primary Grade One of Bugesera District

Abstract

The main purpose of this research was to examine the effect of teacher competence on performance of P1 learners in numeracy and literacy in public primary schools in Rwanda. Specifically, this study also aims three objectives; to identify qualification levels of teachers in public primary schools, to assess the level of performance of P1 learners in Numeracy and Literacy in public primary schools, and to determine the relationship between teacher qualifications and performance of P1 learners in numeracy and literacy in public primary schools in Bugesera District, Rwanda. Interview guide and questionnaires were used as the primary instruments for data collection. The study, conducted in Bugesera District, Rwanda, involved 122 participants comprising 56 head teachers, 56 Directors of Studies, and 10 Sector Education Officers from public primary schools. The sample size was determined using the Slovene’s formula for the study's statistical significance. The analysis of the data was performed using SPSS version 26, employing inferential statistics to ascertain correlations and regression between variables. Findings indicated a positive trend, with a mean qualification level of 4.35 for head teachers and Directors of Studies, showcasing their capacity to aid student learning. Moreover, the overall mean qualification level for teachers in Bugesera District was 4.26, suggesting a perceived impact on learners' performance. The study also revealed promising results for P1 learners in literacy and numeracy, with a mean of 3.84 signifying good grades, and a mean of 4.31 indicating their enthusiasm for science. Overall, the participants indicated a mean of 4.06, suggesting satisfaction with the learners' performance. On correlation between qualification level of teachers and learners’ performance in literacy and numeracy, the findings revealed that there was a statistical significance relationship between qualification level of teachers and learners’ performance with P-value = .000 which was less than 0.05 as the level of significance. Pearson coefficient of correlation r = .891 which was high and indicated that there was a relationship between the qualification level of teachers and learners’ performance in literacy and numeracy. The study concluded that that the qualification of teachers’ successfully influences the learners’ performance in literacy and numeracy. It recommended that The Ministry of Education should regularly verify the standards of qualification level of teachers to make sure that teachers are well equipped with suitable competence to support the learners. Keywords: Teacher Competence, Performance of Learners, Numeracy and Literacy, Public Primary Grade One, Bugesera District, Rwanda