• Mr Charles Mugirwanake
• Dr. Mugiraneza Faustin

This study was to assess the effect of teacher punctuality on student academic performance in Ngoma District, Rwanda. The specific objectives of this study are to identify the role of teacher punctuality on student academic performance in day secondary schools in Ngoma District, Rwanda. Assess the level of students’ academic performance in day secondary schools that is due to punctuality and analyze the relationship between teacher punctuality and student academic performance in day secondary schools in Ngoma District, Rwanda. The targeted population was equal to 3 SEOs, 70 head teachers, and 304 teachers, totaling 377. Using the formula developed by Taro Yamane (1967), the total sample population was 194 respondents, including 9 head teachers, 2 SEOs, and 1 teacher. Primary Data from Ngoma District was collected using questionnaires for teachers and head teachers, as well as interviews for SEO. Purposive sampling and simple random sampling were used to choose respondents, and questionnaire and interview were used as data collection tools, as well as a pilot study. The findings were analyzed using SPSS version 21.0, and interpretations were produced based on the responses of the respondents. According to the results for the first objective, the result indicated that 77.8% strongly agreed that the poor performance of pupils shows teacher punctuality; either 88.9% strongly agreed or 33.3% agreed that high levels of indiscipline among pupils from the schools can be due to teacher punctuality; either 99.9% strongly agreed or agreed that poor teaching and learning activities indicate teacher punctuality; 88.9% strongly agreed or agreed that the teaching school attendance can be considered to check teacher punctuality; and 99.0% strongly agreed and 44.4 agreed that the teaching environment can attract teacher punctuality and affect student academics. To the second results objective, the finding reveals that 79.5% strongly agreed or agreed that high levels of pupils’s academic failure show the student performance, 88.7% strongly agreed, and 21.3% agreed that high levels of pupils’s punctuality indicate the student performance due to teacher punctuality, 93.3% strongly agreed or agreed that high levels of school dropout show the student performance due to teacher punctuality, and 89.6% strongly agreed, and 31.1% agreed that few numbers of students in the classroom indicate the student performance due to teacher punctuality. The study found a correlation matrix between independent variables (teachers timely filing of class diaries, timely planning of pedagogical documents, teacher’s school attendance, and timely implementation of teaching and learning activities in the class) and dependent variables (improved pupils’ academic performance, increased students’ retention rate, and imposed time discipline). Finally, they indicate positive significance since the p-value is smaller than 0.05. The researcher recommended that to improve teacher punctuality and students' academic performance, schools should organize training sessions, establish strict policies and regulations, monitor and evaluate teacher performance, provide incentives and rewards for meeting punctuality standards, manage resources effectively, involve students in the process, and promote a punctuality culture. By implementing these recommendations, schools can enhance teacher performance and students' academic performance. Encouraging students to report tardiness and participating in discussions about punctuality can also contribute to a more punctual school environment.

Teacher Punctuality, Student Academic Performance, Day Secondary Schools, Ngoma District.

"Effects Of Teacher Punctuality on Student Academic Performance In Day Secondary Schools In Rwanda A Case of Ngoma District", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 10, page no.f685-f698, October-2024, Available :http://www.jetir.org/papers/JETIR2410574.pdf

"Effects Of Teacher Punctuality on Student Academic Performance In Day Secondary Schools In Rwanda A Case of Ngoma District", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 10, page no. ppf685-f698, October-2024, Available at : http://www.jetir.org/papers/JETIR2410574.pdf