EFFECT OF CONTINUOUS PROFESSIONAL DEVELOPMENT ON STUDENTS ACADEMIC PERFORMANCE IN NINE YEARS BASIC EDUCATION SCHOOLS OF RWANDAA CASE OF NYARUGURU DISTRICT

Background: This study investigated the effect of continuous professional development on students Academic performance in nine-year basic education schools in Nyaruguru district, Rwanda. The specific objectives were to identify continuous professional development Programmes practiced in nine years basic education in Rwandan schools, to analyze the students academic performance due to continuous professional development in Rwandan schools and to assess the influence of continuous professional development on students performance in nine-year basic education schools in Rwanda. This study is useful to all stakeholders in education sector such as public institutions, decision makers, district authorities, head teachers, teachers, learners and scholars. The researcher applied a descriptive correlational study, targeting 5 head teachers, 150 teachers and 88 School based mentors. This study selected respondents and key informants purposively and randomly. A study sample of 243 respondents was obtained by use of Yamanes formula. Materials and Methods: Information was analyzed using statistical package for social sciences version 26.0 to generate descriptive statistics in terms of frequency, percentage, mean and standard deviation. Inferential statistics were produced in terms of correlation and regression coefficient for determining size effect between variables. Results:English proficiency factors indicated that 79.2% strongly agree that Educational document preparation, and 82.6% strongly agreed that Teaching techniques, 79.9% strongly agreed that Course content, 77.2% strongly agreed that Classroom management show continuous professional development Programmes in Nyaruguru District, Rwanda, Results on the students academic performance 79.4% strongly agreed that improved academic performance, 82.6% Strongly agreed that high national examination. Additionally, 77.9% Strongly agreed that improved personality development 68.5%. Strongly agreed that improved personal development, 78.5% strongly agreed that improved academic performance indicates student academic performance. Results from objective three reveal a strong positive correlation between academic performance improvement, educational document preparation, teaching techniques, course content, and slow learners treatment, suggesting effective policies and professional development time, and that they were positively and statistically correlated since most of their levels of significance were greater than 0.05 in association. Conclusion: It is advised that the Ministry of Education and the REB (Rwanda Education Board) develop effective policies and devote adequate time for CPD in schools. They should also organize school principals to enhance CPD practice. To offer effective, ongoing professional support for teachers, it is strongly suggested that certified CPD facilitators be recruited and principals skilled in educational leadership and management be hired throughout all secondary schools across different districts. Relevant professional training programs should be developed in response to the unique training requirements of professors. To do this, competent authorities at all levels must pay close attention to this issue. To improve their abilities, school principals should emphasize CPD and actively involve themselves in peer learning. There is a need to carry out a research on The study recommends more research into the effects of continuous profession development on teachers performance in teaching career.