Dit finaal onderzoeksrapport presenteert een studie van een Randomized Controlled Trial (RCT) dat de impact evalueert van de cursus Educatief Mentorschap en Coaching op de frequentie en kwaliteit van inductie-activiteiten voor startende leerkrachten in het lager onderwijs in Rwanda, alsook de niet-cognitieve impact ervan op startende leerkrachten.
Leer eerst meer over ons werk rond mentorschap en coaching in ons programma Girls on MARS (gefinancierd door België) en in ons project Nieuwe leerkrachten mentoren en begeleiden (gefinancierd door België en de ELMA Foundation).
Abstract
We conduct an RCT that estimates the impact of a Certificate Programme on Educational Mentorship and Coaching on the prevalence and quality of induction activities in Rwandan primary schools. To this end, School Based Mentors (SBM) and tutors of the pre-service Teacher Training Centre (TTC) are enrolled in the Certificate programme. Mentors are active in the primary schools of the first intervention group. Tutors from the pre-service TTC additionally monitor the situation at school in the second intervention group. Results indicate a significant increase in teachers’ participation in induction activities in both intervention groups compared to the control group. Further, we estimate positive effects on non-cognitive outcomes of teachers, who participated in the induction activities between March and November 2019. Largest effects are found for emotional exhaustion, teacher efficacy, and work-related needs satisfaction.
Authors
- Sofie Cabus (KU Leuven HIVA, België)
- Carla Haelermans (Maastricht University, Nederland)
- Ilse Flink (VVOB, Rwanda)
- Clémentine Uwamahoro Gafiligi (VVOB, Rwanda)
- Jean Francois Maniraho (University of Rwanda - College of Education, Rwanda)
- Karolina Rutkowska (VVOB, Rwanda)
- Jef Peeraer (VVOB, Rwanda)
