Teaching quality in secondary education in Rwanda: evidence from STEM teachers

This paper involves an investigation of teaching quality in Rwandan secondary schools. In particular, we examine different measures of teaching quality as reported by STEM teachers and their relationship with socio-demographic and locational variables (e.g. gender of teacher, age, years of experience, qualification, area of knowledge, disability status, type of school). The aim of this analysis is to understand both how teaching quality might be measured in secondary schools and the extent to which there is variation about such measures of teaching quality and socio-demographic characteristics of teachers. It should be noted that all associations presented throughout this paper are correlational in nature and should not be interpreted as representing causality. This paper involves the analysis and interpretation of baseline data collected for the Leaders in Teaching initiative in February and March 2020 from 358 schools within 14 districts. Specifically, the study is based on responses from 1,820 STEM teachers.