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|Title:||Implementation of english language policy and teachers’ effectiveness in secondary schools in Rulindo District In Rwanda|
|Publisher:||Kampala International University, College of Education, Open and Distance Learning|
|Abstract:||This study was carried out to establish the relationship between English language policy implementation and teachers’ effectiveness in Rwanda in particular reference to Rulindo District. In order to achieve the research purpose, four research objectives were formulated and these included: to find out how English language policy is being implemented; to determine level of teachers’ effectiveness; to establish significant difference in: (a) English language policy implementation between private and public secondary schools; (b) teachers’ effectiveness between private and public secondary schools; and lastly, to establish relationship between English language policy implementation and teachers’ effectiveness in secondary schools in Rulindo district. This study employed descriptive survey and descriptive correlation design. The research sample was 302 and these involved students of the selected secondary schools, Purposive sampling was used to select ordinary students and systematic random sampling technique was used to select student leaders as respondents. The research instruments used were closed-ended and self-administered questionnaires. Frequencies and percentages were used to analyze respondents’ profile while mean were used to determine the level of research variables. ANOVA was used to establish the difference existing in the variables between private and public secondary schools and test the first two research hypotheses while correlation and regression coefficients were used to establish relationship between the study variables and to test the last research hypothesis. The research findings indicated that the extent of English language policy implementation in secondary schools in Rulindo district was generally high (mean=2.53); teachers effectiveness was also high (mean=2.56); a significant difference in English language policy implementation and teachers’ effectiveness was found (Mean of 2.8842 for private schools and 1.2436 for public schools at F ratio of 1.541E with sig. value of 0.00; mean of 2.9714 for private schools and 1.2812 for public schools at F. ratio of 1.512E3; sig. value of 0.000 respectively). A significant relationship between English language policy implementation and teachers’ effectiveness was also found at r. value 0.887, Beta value of 0.887 and sig. value of 0.000. It was concluded that effectiveness in English language policy implementation would enable the effectiveness of teachers. It was recommended that more efforts should be put in place by the government and schools owners to ensure that teachers acquire a considerable level of English language that can help them control and manage their classes and in teaching; continues training for teachers should continue especially during holidays; teachers should be given opportunity to further their studies as a way of improving their studies,|
|Description:||A thesis presented to the college of higher degrees and research (CHDR) Kampala International University Kampala, Uganda in partial fulfillment of the requirements for the Degree of Master of Educational Management|
|Appears in Collections:||Masters of Educational Management and Administration - Main and Ishaka Campus|
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