Insights of teachers and principals into educational practices in the post-fundamental schools of Burundi

Educational practices are imperative to any educational system. This study delves deeply into the complex landscape of Burundi's post-fundamental schools. The purpose of this study is to assess the opinions of educators and principals regarding curriculum, pedagogy, assessment procedures, school infrastructure, human resources, and community engagement in Burundi's post-fundamental schools. The study employed a random sampling technique and a descriptive survey design. The study sample consisted of 345 teachers and 37 school principals. The study used perception scales to gather data, which were analysed using percentages and frequencies through SPSS. The intensity index and its average were also calculated to demonstrate the strength of the corresponding statements. The findings indicated that teachers encouraged students to participate actively in co-curricular activities. They also revealed that teachers lacked ICT in their teaching activities, and the school infrastructure was found inadequate. However, they consented to change the teaching strategies based on the student's assessment results even though they insisted on the insufficiency of their salaries.