Abstract: This study investigated the contribution of Continuous Professional Development (CPD) to students’ academic performance in mathematics in selected secondary schools in Rwanda. Recognizing the pivotal role of teacher quality in student learning, the research aimed to evaluate how CPD influences instructional practices, examine the relationship between CPD participation and student achievement, and identify challenges teachers face in applying CPD knowledge. A mixed-methods approach was employed, involving questionnaires, interviews, classroom observations, and analysis of student assessment data from 305 learners and 36 mathematics teachers. Quantitative analysis revealed that students taught by teachers who had completed at least 35 hours of CPD scored significantly higher than those taught by teachers with fewer training hours. ANOVA results showed a statistically significant difference (F (2, 33) = 5.94, p < 0.01) among CPD exposure groups, and Pearson’s correlation (r = 0.46, p < 0.01) indicated a moderate positive relationship between CPD and student performance. Qualitative findings supported these results, showing improvements in learner-centered instruction, assessment use, and curriculum alignment. However, challenges such as limited resources, time constraints, overcrowded classrooms, and insufficient mentorship hindered effective implementation. The study concludes that while CPD has a positive impact on teaching practices and learning outcomes, its success depends on consistent delivery, subject relevance, and institutional support. It recommends policy reforms to ensure sustained and equitable CPD access, along with practical strategies to enhance classroom implementation and teacher support systems.

Abstract: Rwanda has adopted continuous professional development (CPD) in education as one of the adequate methods for improving teacher’s knowledge towards the biology teacher’s classroom practice. This study’s aim was to examine effects of CPD in educational mentoring and coaching for STEM teachers on biology teacher’s classroom practices in Kamonyi district, Rwanda. The study was mixed research and the population of this study was 184 biology teachers while the sample size was 123 biology teachers. Data were gathered using questionnaires ,observation with Excel and SPSS being used for statistical computing. Chi-square test and Pearson correlation were used. Findings showed that the impact of CPD in educational mentoring and coaching for STEM teachers on biology teacher’s classroom practices scored at 96.5%, with a good relationship between CPD program and biology teachers classroom practice (p-value = 1.23e-07).The CPD impacts were inferred as follows: improving teacher’s competence (15%),time management(14%).Barriers were revealed as: The shortage of teaching materials (60.6%), insufficient internet connection (19.7%), The purpose of the study was to examine the effects of CPD in educational mentoring and coaching for STEM teachers on biology teachers’ classroom practices in Kamonyi district. Despite some barriers that persisted, CPD activities have shown better significance towards biology teachers’ classroom practices.

Abstract: This study was conducted to determine the effect of continuous professional development on teaching biology in 12 Nine Year Basic Education schools of Gicumbi district. This study is a mixed research and used a descriptive research design to determine the effect of CPD in 9YBE schools of Gicumbi district. The population of this study was 3235 people, including school head teachers, biology teachers and students while the sample size was 356 people. A questionnaire and an interview protocol were used as data collection instruments. Data were analyzed by using the thematic method. Chi-square test and Karl Pearson product moment correlation coefficient were used to establish the relationship between variables. Findings from this study showed that CPD has a significant effect on teaching biology as long as teachers and head teachers are accountable to effectively conduct it in order to improve teachers and school leaders’ capability which enhances biology teaching and learning outcomes. It was observed that CPD significantly increase students’ learning outcomes p<0.05. Teachers, education authorities and education partners should organize and implement CPD in 9YBE schools to improve teaching and learning biology.