Challenges in Implementing CPD in Innovative Teaching Methods for Mathematics and Science in Rural Rwandan Schools: Evidence from Ngoma District

Continuous Professional Development (CPD) in Innovative Teaching Methods for Mathematics and Science (ITMS) is central to Rwanda’s Competence-Based Curriculum reforms, yet its sustainability in rural schools remains unreliable. This study aimed to examine the challenges mathematics teachers face in implementing CPD ITMS in Ngoma District, a rural context marked by resource shortages and limited institutional support. A convergent mixed-methods design was employed, collecting data from 30 mathematics teachers and 15 deputy headteachers through questionnaires, interviews, and classroom observations. Quantitative analysis showed moderate implementation challenges (M = 2.62, SD = 1.06), weak feedback mechanisms (M = 2.45, SD = 1.03), and limited institutional support (M = 3.64, SD = 1.09). Qualitative findings reinforced these results, highlighting shortages of ICT tools, overloaded classrooms, weak mentoring structures, and resistance to change. The study concludes that while CPD ITMS enhances teacher confidence and readiness, systemic barriers undermine its sustainability. Policy recommendations include integrating deputy headteachers into CPD training, strengthening mentoring and feedback systems, and investing in ICT infrastructure to support rural schools.