Presentation on theme: "21-22 November 2013 Umubano Hotel"— Presentation transcript:
121-22 November 2013 Umubano Hotel Current issues in School Leadership & Management in Rwanda Focus on Teacher Development and MotivationNational Symposium on School Leadership21-22 November 2013Umubano HotelEmmanuel Muvunyi,Rwanda Education Board
2American Educational Research Association “Scratch the surface of an excellent school and you are likely to find an excellent principal. Peer into a failing school and you will find weak leadership”Leadership has significant effects on student learning, second only to the effects of the quality of Curriculum and teachers’ instructionLeithwood K., and Riehl, C., (2003)
3This presentation has 3 parts IntroductionImplications of recent Education (2003 – 2013) Policy to School L&M (needs, opportunities and challenges)Preliminary findings from a study that explores teachers' perceptions of the changes in their motivation to teach during
4The presenterVVOB/MINEDUC School Management steering committee ( )Visit to Belgium and UK in Exploring ways and partnerships to strengthen School leadership in Rwandan education systemCurrent responsibilities as head of Examination and Accreditation, REBDrawing from my on-going study on changes in teacher motivation ( )
5Theoretical categorization of Factors determining teachers’ motivation (Frase, 1992) Extrinsic motivationIntrinsic motivationWORK CONTENT: Teaching itselfWORK CONTEXT: Teaching environmentWorking conditions [class size, teaching load, student discipline, teaching materials]Quality of School management and professional supportTeacher deployment & staffingBasic physiological needs/living conditions [money, status, security]Opportunities for professional developmentOccupational status and vocational commitmentIndividual characteristics and professional organisations and teacher conduct
6All pause challenges to school leaders National aspirations (Vision 2020, EDPRS, ESSP etc) and International commitments (MDGs, EFA etc)Set ambitious standards for Learning for all children (Access) and attaining the desired learning outcomesChallenges paused by a complex learning environment (history, resource constraints, varying policy and curriculum requirements, diversity of student characteristics, etcAll pause challenges to school leaders
7Implications of Education recent Policy reforms to School L&M Access to EducationEmerging School L&M needsUPE (2003), extended to 9YBE (2009) and 12YBE (2012)Community involvement in schoolDouble shiftingTeacher specialisationRealignment of the curriculum and course contentTeacher trainingDecentralisation of procurement and delivery of learning materialsLarge class sizeHigh teaching load1 head teacher for 9YBE and 12YBECommunity involvement in school affairsLarge numbers of untrained teachers – limited pedagogical skillsInsufficient learning materials
8Implications of Education recent Policy reforms to School L&M Access to EducationSchool L&M needsUPE (2003), 9YBE (2009) , 12YBE (2012)Community involvement in schoolsDouble shiftingTeacher specialisationRealignment of the curriculum and course contentTeacher trainingDecentralisation of procurement and delivery of learning materialsLearners move distances to schoolsTeachers acquired professional training
9Implications of Education recent Policy reforms to School L&M Teacher Development and Management (TDM) policy 2007TDM policy provides for a substantial reform and addresses challenges facing teacher education and managementPre 1998 supply of teachers was not coherently doneNo TTIs, no focus on teacher trainingSince 1998, teachers are receiving pre-service training through the 12 PTCs , 2CoE, and UR (KIE)
10Teachers’ management and development structures and policies National Teacher Registration System (NTRS)the cornerstone of teacher management at central and decentralized levels (School, Sector, District)National Teacher Licensing System (NTLS)provide motivation, quality assurance for teachers and create a teaching profession and educational leadership career pathwayNational Teacher Code of Conduct (NTCC)govern the professional ethics of teachersTerms and Conditions of Services (TACOS)enable teacher contracts to be drawn up and signedNational Teacher Professional Standards (NTPS)enable the setting up of classroom competencies expected of teachersTeacher Appraisal and Evaluation System (TAES)facilitate on-going assessment of teacher performance
11Implications of Education recent Policy reforms to School L&M Teacher Development and Management (TDM) policy 2007TDM policy provides for a substantial reform and addresses challenges facing teacher education and managementEstablishment of the Teachers’ Savings and Credit Cooperative (SACCO) which is an incentive for teacher motivation and retentionThrough the loans, teachers are improving their economic condition
12Implications of Education recent Policy reforms to School L&M English as a Language of Learning (LoL)Emerging School L&M needsFace to FaceSchool Based Mentoring 2012Large numbers of teachers with low English language skillsEnsure learners achieve the Learning objectives
13in their motivation to teach during 2008-13 About the studyTeacher motivation and incentives in Rwanda:An exploration into teachers' perceptions of the changesin their motivation to teach duringExplores the trend of teacher motivation in Rwanda over 5 years ( )Study by Bennell et al. (2008), findings used as a baseline for the current studyMixed methodology approach combining QUAL and QUANT methodsSurvey administered with sub-sample of 248 teacher (550 Bennel study)Purpose is to inquire about teachers’ perceptions on the impact of the policy changes that took place during the last 5 years, in particular with respect to how motivated they have been and seek to understand if motivations are linked to policy changes2 intertwined RQs:(1) what are the main incentives introduced by the government of Rwanda between 2008 and 2013 to improve teachers' motivations, and what processes were followed?(2) In the opinion of teachers, how is that these incentives have changed, or not, teachers' motivations to perform their jobs?
14Administrators of your school (HTs, Dep Administrators of your school (HTs, Dep. HTs and School management committees) show commitment and competence to lead the school well
15The school management promotes good relationship between the various categories of teachers at your school (Including: Veteran teachers, NQTs, Volunteers and English language SBMs)
16Do you consider the way teachers at your school are managed & supported as a source of your motivation to teach?
17The ways in which teacher inspection, promotions and transfers are done at my school are sources of my motivation to teach
18During , teachers in your school were respected by the parents and community around the school
19Are you a member of Umwalimu SACCO teachers' cooperative?
20Members of Umwalimu SACCO teachers' cooperative who benefitted from the teachers loans (2008-13)
21What is the impact of student behaviour to your motivation to teach during 2008-13?
22Unfinished business Institutionalization of the School L&M programme Teaching profession and educational leadership career pathwayPRESET – Centre at the Teacher TrainingINSET - School based approachHow to create effective school leaders?