Teacher performance, attitude and classroom practices dataset collected to evaluate the Rwandan Quality Basic...

Area of Science:

• Education
• Educational Psychology
• Curriculum Development

Background:

• The Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) project, funded by the World Bank, aims to enhance teacher capacity in Rwanda.
• The project focuses on improving content knowledge, pedagogical skills, and technology integration for upper primary and lower secondary teachers.

Purpose of the Study:

• To present a dataset on teacher performance, beliefs, and classroom practices in mathematics and science in Rwanda.
• To analyze the impact of Continuous Professional Development (CPD) training on teachers' knowledge, skills, and attitudes.

Main Methods:

• Data collected from teachers in ten Rwandan districts using quantitative and qualitative approaches before and after CPD training.
• Teacher performance assessed via achievement tests; beliefs measured using attitude tests.
• Classroom observations conducted using a Classroom-Based Monitoring and Evaluation Tool (CMET) via Kobo Toolbox.

Main Results:

• The dataset includes raw and analyzed data on teachers' performance, beliefs, and classroom observations.
• Data collection involved 657 lower secondary and 290 upper primary teachers for performance, and 691 secondary and 290 primary teachers for beliefs.
• Classroom observations included 659 lower secondary and 300 upper primary teachers.

Conclusions:

• The dataset provides valuable information for reanalysis by researchers interested in teacher development and educational interventions.
• Offers insights into the effectiveness of CPD on improving mathematics and science teaching in Rwandan primary and secondary schools.
• Aimed at informing policymakers, educators, and researchers on enhancing human capital development through quality education.