The prevalence of malnutrition among secondary school teachers in Kigali, Rwanda, is a concern affecting their teaching effectiveness and students' academic performance. A comparative study design was employed, utilising a pre-post intervention analysis approach. A mixed-methods research strategy included both quantitative surveys (n=120) and qualitative interviews (n=6). The results showed an average improvement of 35% in teachers' nutrition knowledge post-intervention. School garden programmes significantly enhance secondary school teachers' nutrition knowledge, correlating positively with improved academic performance among students. Further implementation and evaluation of school garden programmes should be considered to optimise their impact on teacher education and student learning outcomes.
Kabuye Umugeshiwu (2003) studied this question.