Contribution of School Leaders’ Practices to Students’ Academic Performance in Selected Nine-Year Basic Education (9YBE) Schools in Rwanda

Jean Baptiste Ndagijimana; Christine Uwimbabazi

doi:10.51867/AQSSR.2.2.17

Authors

Jean Baptiste Ndagijimana University of Rwanda - College of Education Author https://orcid.org/0000-0003-0824-909X
Christine Uwimbabazi University of Rwanda - College of Business and Economics Author https://orcid.org/0009-0002-1087-7722

DOI:

https://doi.org/10.51867/AQSSR.2.2.17

Keywords:

Nine Years Basic Education, School Leaders’ Practices, Students’ Academic Performance, Rwanda

Abstract

This study examines the contribution of school leaders' practices to students' academic achievement in nine-year basic education (9YBE) Schools. Specifically, the study sought to identify some practices school leaders used to enhance their student's academic performance in the 9YBE schools, to assess how these school leaders' practices contribute to their student's academic performance, and finally to find out the main challenges faced by different school leaders in enhancing their students' academic performance in the nine years basic education (9YBE) schools and to recommend areas for improvement in the future. Key theories include instructional leadership, which focuses on promoting teaching and learning, and transformational leadership, which emphasizes inspiring and motivating teachers and staff towards a shared vision. This study was conducted using a descriptive survey design. The target audience included two (2) 9YBE schools, one sector education officer, 25 teachers, and 307 students aware of the impact of school leaders' practices on their students' academic achievement. The purposive sampling technique was utilized to choose a sample of twenty (20) instructors, two (2) school leaders, one sector education officer (SEO), and 30 pupils. Data was collected using questionnaires, focus group discussions with teachers and students, and an interview schedule for school administrators and SEO. The researcher used the pilot study to establish the reliability of the instruments, and the supervisor discovered the validity. The investigation produced results that necessitated both qualitative and quantitative analysis. The qualitative data was presented narratively, while the quantitative data was evaluated using Statistical Packages for Social Sciences (SPSS). The findings were presented using figures and tables. The survey's findings revealed that numerous techniques employed by school leaders to improve their students' academic performance formed a clear vision of academic achievement, as reported by 61.11% of teachers and 51.17% of students who participated in the study. Furthermore, school leaders may employ additional strategies to improve their students' academic achievement, such as creating a welcoming environment, encouraging leadership in others, and improving education. The findings demonstrate the impact of school leaders' practices on students' academic performance, as reported by respondent students (96.55%) and instructors (100%). This study uncovers many issues experienced by many school leaders, including poor English language proficiency among teachers and students, a terrible living environment for teachers, low teacher salaries, overloaded instructors, and poor time management for teachers and students. This study indicated that school leaders' practices can favorably impact their students’ academic success. This study suggests that the Ministry of Education, through the National Examination and School Inspection Authority, develop appropriate monitoring and assessment methods for school leaders' practices to improve Rwandan students' academic performance in nine-year basic education (9YBE) schools. Furthermore, school administrators, teachers, and students should make coordinated efforts to develop their English language as a medium of teaching and learning.

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