ISSN: 2320-5407 Int. J. Adv. Res.

12(09), 786-794

Journal Homepage: - www.journalijar.com

Article DOI: 10.21474/IJAR01/19514

DOI URL: http://dx.doi.org/10.21474/IJAR01/19514

RESEARCH ARTICLE
EFFECT OF SCHOOL LEADERSHIP PRACTICES ON STUDENT ACADEMIC ACHIEVEMENT IN
ENGLISH IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDA

Mr. Mbatuyimana Jean1 and Dr. Hesbonopiyoandala Phd2

1. Research Scholar, Department of Curriculum Study, Mount Kenya University Rwanda.
2. Lecturer, Department of Curriculum Study, Mount Kenya.
……………………………………………………………………………………………………....
Manuscript Info Abstract
……………………. ………………………………………………………………
Manuscript History This study investigates the impact of instructional leadership
Received: 21 July 2024 techniques on students' English language competency in Rwandan
Final Accepted: 24 August 2024 public secondary schools. The research involved 5660 students, 10
Published: September 2024 head teachers, 156 English instructors, and 5 local authorities'
educational officials. The study used both quantitative and qualitative
Key words:-
School, Leadership Practices, Academic methodologies to gather data. The findings showed that school resource
Performance management and teachers' behavior and attendance demonstrate
leadership skills. Additionally, improved student behavior and greater
cooperation reflect student performance. Exam outcomes, good
teaching and learning, teacher conduct, school resource management,
and collaborations with the community and parents were found to be
significantly correlated with student performance. However, the
association was negligible. The study recommends that
transformational leaders in Rwanda improve student performance by
fostering a positive school climate, promoting professional
development, and enhancing English proficiency.

Copyright, IJAR, 2024,. All rights reserved.

……………………………………………………………………………………………………....
Introduction:-
Admission to postsecondary education institutions and the formal labor market is largely determined by a student's
success on their English National Examination scores (Ntawiha, 2021). The poor academic performance of
Rwandan secondary school students is a concern due to the poor learning environment. Leadership techniques can
help improve secondary student results and foster personal growth. Effective school leadership, such as coaching
and servant leadership, can improve performance and harmony (Paiman, 2021). A competent headteacher can
increase learning results for both teachers and pupils. However, some schools, particularly those with 9 and 12 YBE
curricula, perform poorly in national assessments(MINEDUC, 2017). This study investigates the impact of school
administrators on English proficiency among students in Rwanda's public secondary schools. By adopting effective
leadership practices, schools can become effective organizations and improve their students' English proficiency.

General objective
The general objective of this study is to investigate the effect of school leadership practices on student academic
achievement in English subjects in public secondary schools in Rwanda.

Corresponding Author:- Mbatuyimana John

Address:- Research Scholar, Department of Curriculum Study, Mount Kenya University
Rwanda. 786
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According to (Brewton, 2016), The term "literary theory" refers to the set of ideas and methods used in the
substantive analysis of literature mean notions that explain what literature may suggest rather than the interpretation
of a piece of literature:

Literature Review:-
It speaks about the way a principal leads a school toward the shared goal of education (Berhane &Nasero, 2022). In
Changchun, China, Berhane and Nasero (2022) carried out a study that examined how school leadership might
improve student success. In addition to surveys, interviews, and document analysis, the study included both
quantitative and qualitative research methodologies. The study found that communication, collaboration, and
closeness between parents and staff all affect students' academic success. Delegating responsibilities to one another
helps to guarantee that work is done efficiently.

Conversely, Cheruiyot, Manduku, and Makero (2018) carried out research in Kenya's Sotik Sub-County, that was
based on the influence of the head teacher's Using a descriptive study methodology, the impact of leadership style
on public school performance in public elementary schools in Sotik Sub-County, Kenya method with structured and
unstructured questions. The study discovered that head teachers always manage school discipline by encouraging
staff to be innovative in their teaching and learning approaches, fostering successful collaboration with staff, and
generating a positive learning environment and relationship. The study also demonstrated that school leadership had
an effect on teachers' performance. When head teachers put more attention on school leadership practices, teachers'
work performance improved.

Lamb and Fullarton (2018) found that prioritising school development leads to improved performance through
effective management practices. Effective school management has a crucial role in shaping school success (Spillane
et al, 2016). School management research show that certain management roles positively affect academic success.
Research shows that effective school management significantly effects academic achievement (Leithwood& Jantzi,
2017).

Over the past 30 years, school management discourse has shifted from a focus on exceptional individuals to a
collaborative approach that considers leaders, followers, and organisational culture (Sillane et al, 2016). The
majority of school management theories in student success and development studies focus on teaching and learning.

According to Innes (2021), secondary school students' behavior must be shaped, altered, and adjusted in order to
receive discipline. One of the issues schools in Kenya have to deal with is indiscipline, which has a detrimental
effect on students' academic achievement, general well-being, and society at large (Njoroge & Nyabuto, 2016). High
school students' lack of discipline has been studied, recommendations have been made, and steps have been taken to
address the issue, yet incidents of this behavior continue to occur and take many forms despite these efforts (Likoye,
2016). These academics listed Secondary school unrest can be attributed to a variety of factors, including peer
pressure and influence, bad food, insufficient teaching strategies, drug misuse, excessively protective parents,
inconsistent punishments, inadequate parental care, and the indiscipline of prefects. They also mentioned poor
supervision, stringent policies and procedures at school, strained relationships between teachers and students,
difficulties in communicating, peer pressure and its effects, and inadequate parental guidance.

Conceptual framework
This study's conceptual framework connects the independent variables to each other and to the intervening variable
in the figure.
Independent variableDependent variable

 Effective teaching and learning  Students result from exams and test
 Behavior and attendance of teachers  Increased graduation rate
 School resources management  Improved student’s behavior
Intervening variables
 Partnerships with parents and community
 Government policy
 School mission and vision
 The school leadership style
 The school policy

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Research Methodology:-
Research Design
The study employed a cross-sectional survey methodology using diverse techniques. A survey provides information
on a population's attributes in relation to one or more factors (Shyiramunda, 2020). When describing features of
variables under research that occur at a particular moment in time is the main goal, a cross-sectional survey
methodology is employed (Terego, 2016).

Target Population
The data was gathered from a sizable group known as the population, and the conclusions were extrapolated. Ten
head teachers, 156 English instructors, 5,660-day secondary school pupils, and five educational officials from the
local government in the Rutsiro District made up the study's population. Due to time and budget constraints, it was
not feasible to cover the whole population. For this reason, sampling strategies were used in this investigation.

Andrade (2020) posits that obtaining a bigger sample size than necessary would result in better accurate results since
it would be more representative of the population. But after a while, the accuracy increase was negligible, so it
wasn't worth the time and money to find additional patients.

Using the Slovin method (Tejada and Punzalan 2022) The number of responders in the sample was calculated using
a 95% confidence level. As a result, the sample size (n), population size (N), and margin of error (0.05) were all
determined using Slovin's Formula (1960), which is as follows: n = N/(1+N〖(e)〗^2) Thus, the researcher
sampled 374 respondents in the district of Rutsiro using the below formula. Sample size; N is the population size N:
sample size e: is the level of precision which is 1.

Table 3.1:- Respondents’ Distribution.

No Category of respondents Target population Sample size
English Teachers 156 10
Head-teachers 20 7
Sectors education inspectors 13 3
Students 5660 354
Total 5849 374
Source: Researcher (2024)

The study was conducted using a variety of approaches, including an interview and a descriptive survey. Due to the
study's time constraints, the researcher chose a questionnaire containing descriptive data to distribute to a significant
number of schools, teachers, and parents from public secondary schools. Research used procedures and
questionnaires during data collection, methods, and analysis.

To collect information relevant to the objectives, the research employed a questionnaire that included a series of
open questions on themes that were expected from respondent information. These sorts of questions were given to
respondents by the researcher.

Reliability And Validity

Fraenkel and Wallen (2016) assert that the validity of the research instrument influenced the reliability of the data
collecting tools and the research's conclusions. Determining the validity of the research instrument guarantees the
accuracy of the data collected from the respondents when a researcher utilizes easily understood plain language. The
researcher arranged both genuine and easily understood closed-ended and open-ended questions in the
questionnaires to see if they are related to the variables and appropriately reflect the study's objectives. During the
pilot research, the study's validity was investigated. Before the questionnaire was taken into the field to gather data,
any doubt or ambiguity in the items was cleared up. The validity will be tested using Content Validity Index (CVI).
CVI = RQ/TQ≥0.6;Whereby RQ: Relevant Questions, TQ: Total Questions

A questionnaire is deemed legitimate if it yields the necessary information to the researcher if its estimated content
validity score is higher than 0.

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The degree to which an assessment would yield the same or a comparable score if administered twice or by two
assessors is known as Florent (2016) dependability. This is the precision with which an evaluation gauges the ability
or accomplishment it is intended to evaluate." Before being utilized as a generating tool, the item was measured in
pilot research. Measure reliability may be assessed using Cronbach's alpha by comparing the shared variance, or
covariance, between the items that comprise an instrument and the overall variance. Collins (2017) states that if the
instrument is credible, there should be a substantial degree of correlation between the items in respect to the
variance. This was developed by Lee Cronbach to assess the internal consistency of a scale or test. Usually, it takes
the form of a number between 0 and 1. However, a Cronbach's alpha coefficient of 0.7 indicates that a questionnaire
is credible. The equation that follows is applicable: The formula ∞=(N.C)/(V+(N-1).C) represents the relationship
between the average variance (v), the average inter-item covariance (c), and the total number of items (N). In the
Karongi District, at GS Kabarondo, the pilot study was conducted. Following the completion of a pilot study at GS
Mukarange, the researcher evaluated the Cronbach's alpha coefficient. If it was more than 0.775, the questionnaire
would be deemed credible in providing the researcher with necessary data.

Findings, Interpretations and Discussions:-

Respondent’s gender profile was very important in investigating the effect of school leadership practices on student
academic achievement in English subjects in public secondary schools in Rwanda.

Table 4.1:- Age Group of participants.

Age Frequency Percentage
25-30 years 354 94.6
30-35 years 10 2.6
35-40 years 8 2
41 and above 2 1
Total 374 100.0
Source : Primary Data (2024)

According to Table 4.1, whichpresents the study'sfindings, 354 (94.6%) of the respondentswerebetween the ages of
25 and 30, 10 (2.6%) werebetween the ages of 30 and 35, 8 (2%), between the ages of 35 and 40, and 2 (1.0%)
wereolderthan 41. This suggeststhatmany of the responderswereexperiencededucatorswhomayoffertrustworthy
information thatis essential to the current investigation. Yanjiu (2016) assertsthatage distribution plays a criticalrole
in population studies by influencingfamily composition and size. Younger age structures lead to largerfamilies,
whereasolderage structures have an impact on smallerfamilynumbers. The 2023 census shows that 64.7% of
Chinesehouseholds are nuclear, and 6% of the population isgettingolder.

Year of Study
In order to determine if the respondents' level of education has an impact on the comments they offer, the researcher
has asked respondents to declare their class using questionnaires.

Table 4.2:- Year of Study.

Levels Frequency Percentage
Ordinarylevel 354 94.6 %
BachalorsDegree 9 2.4%
Masters Degree 1 1.0%
PhD 0 0%
Total 374 100.0%
Source: Primary Data (2024)

354 of the 374 respondents, or Table 4.2, had an ordinary level; 9 of them (or 2.4% of the total) had a bachelor's
degree, and 1 (or 1.0% of the total) had a master's degree. This made it easier for the researcher to obtain data that
wasn't derived from elementary or secondary school curriculums.

Presentation of Findings
Correlation Analysis between the relationship between school leadership practice and student academic achievement
in English

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Effective Behavior Partnerships

teaching and School with parents Students result Increased Improved
and attendance resources and from exams graduation student’s
learning of teachers management community and test rate behavior
Effective Pearson 1
teaching and Correlation
learning
Sig. (2-
tailed)
N 372
Behavior Pearson .317** 1
and Correlation
attendance Sig. (2- .000
of teachers tailed)
N 372 372
School Pearson .163* .596** 1
resources Correlation
management Sig. (2- .029 .000
tailed)
N 372 372 372
Partnerships Pearson .115 .591** .495** 1
with parents Correlation
and Sig. (2- .125 .000 .000
community tailed)
N 372 372 372 372
Students Pearson .197** .263** .156* .217** 1
result from Correlation
exams and Sig. (2- .008 .000 .037 .003
test tailed)
N 372 372 372 372 372
Increased Pearson .796** .272** .211** .367** .205** 1
graduation Correlation
rate Sig. (2- .000 .000 .005 .000 .006
tailed)
N 372 372 372 372 372 372
Improved Pearson .736** .197** .182* .254** .357** .766** 1
student’s Correlation
behavior Sig. (2- .000 .008 .015 .001 .000 .000
tailed)
N 372 372 372 372 372 372 372
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
Source: Primary Data (2024)

There was a correlation between the research variables, as seen by the data in Table 4.7. Exam results and student
outcomes: a statistical relationship has been found between exam results and effective instruction (r =.197** p-value
= 0.008), exam results and student outcomes and teacher attendance and behavior (r =.263** p-value = 0.000), exam
results and student outcomes and school resource management (r =.156* p-value = 0.037), and exam results and
student outcomes and parent and community partnerships (r =.217** p-value = 0.003). The p-value of 0.5 indicates
a positive relationship between these links. A higher percentage of graduates Effective teaching and learning and the
higher graduation rate are statistically significantly correlated (r =.796**, p-value = 0.000). improved graduation
rate and school resource management (r =.211**, p-value = 0.005); increased graduation rate and partnerships with
parents and the community (p-value = 0.000, r =.367**); increased graduation rate and teacher conduct and
attendance (r =.272**, p-value = 0.000). The p-value of 0.5 indicates a positive relationship between these links.

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The p-value exceeded 0.05, indicating that this connection is not significant. There is a strong correlation for better
student conduct between good student behavior, improved student behavior and effective teaching and learning have
a statistically significant relationship (r =.736** p-value = 0.000), as does improved student behavior and teacher
attendance (r =.197** p-value = 0.008). There is also an insignificant relationship (r =.182*, p-value = 0.015)
between improved student behavior and school resource management, as well as increased graduation rates and
partnerships with parents and the community (p-value = 0.001, r =.254**). The p-value of 0.5 indicates a positive
relationship between these links. It is therefore explained that these independent variables may have an impact on
better conduct from students. The efficacy of the school and student success are directly and significantly impacted
by competent school administrators. To put it another way, student competency and educational performance are
significantly impacted by school leadership (Harris, 2019). It is also stressed that for schools to prosper in the future,
administrators must value effective leadership. To provide more opportunities for change and boost the likelihood
of student achievement, it comprises mobilizing knowledge at all levels of the school (Harris, 2019). The fourth
crucial leadership domain covered in this study by Hitt and Tucker (2016) is creating a supportive learning
environment. Establishing a classroom climate that is supportive is essential for administrators and teachers alike, as
it promotes a feeling of security and well-being that enables educators to provide their best efforts.

Regression Coefficients between independent variables and Improved student’s behavior

Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) .013 .122 .106 .916
Effective teaching and .982 .064 .774 15.346 .000
learning
Behavior and attendance of .032 .089 .072 3.738 .000
teachers
School resources management .095 .084 .069 1.128 .261
Partnerships with parents and .300 .065 .282 4.641 .000
community
a. Dependent Variable: Improved student’s behavior
Primary Data as a Source (2024)

Regression coefficients for enhanced student behavior and effective teaching and learning were shown in above. The
results indicate a negative significant relationship between enhanced student behavior and teacher attendance (B = -
.372, p-value =.000), and a positive significant relationship between enhanced student behavior and partnerships
with parents and the community (B =.282, p-value =.000). Lastly, there was no statistically significant difference
between school resource management and better student conduct (B =.069, p-value =.261).

Regression Coefficients between independent variables and Increased graduation rate

Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) .100 .114 .875 .383
Effective teaching and learning .959 .060 .787 16.019 .000
Behavior and attendance of -.128 .083 -.103 -1.544 .124
teachers
School resources management -.080 .078 .660 -1.017 .001

Partnerships with parents and .229 .060 .225 3.795 .000

community
a. Dependent Variable: Increased graduation rate
Source: Primary Data (2024)

Regression coefficients showed that higher graduation rates were positively correlated with effective teaching and
learning (B =.787, p-value =.000), that better student behavior and teacher attendance were negatively correlated (B
=-.103, p-value =.124), that higher graduation rates were positively correlated with school resource management (B

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=.660, p-value =.001), and that school resource management was statistically not correlated with partnerships with
parents and the community (B =.225, p-value =.000).

Regression Coefficients between independent variables and Students result from exams and test
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) .685 .154 4.459 .000
Effective teaching and learning .218 .080 .203 2.711 .007
Behavior and attendance of teachers .272 .111 .248 2.454 .015
School resources management .051 .112 .744 .458 .000
Partnerships with parents and -.077 .129 .361 -.593 .000
community
a. Dependent Variable: Students result from exams and test
Source: Primary Data (2024)

The data presented in above indicates that the regression coefficients indicate a positive correlation between student
exam and test results and effective teaching and learning (B =.203, p-value =.007), a positive but not significant
correlation between student exam and test results and teacher behavior and attendance (B =.248, p-value =.015), a
positive correlation between student exam and test results and partnerships with parents and the community (B
=.361, p-value =.000), and a positive statistical correlation between school resource management and student test
results (B =.744, p-value =.000).

Conclusion And Recommendations:-

Conclusions:-
The study reveals that the current research findings suggest that school leadership practices that impact student
academic progress in English courses in public secondary schools in the Rutsiro area are insufficient, which satisfies
the first purpose and research question. efficient instruction and learning, teacher conduct and attendance, resource
management in the school, and collaborations with the community and parents After looking at the academic
achievement of students in English subjects in the Rutsiro district,

The second goal and research come to the conclusion that the academic achievement of students in English subjects
can be shown by their performance on exams and tests, their improved behavior, their increased graduation rate, and
their improved participation in class.

Establishing a connection between the usage of instructional media and mathematical competencies in Rutsiro
District public secondary schools is the study's third objective and research question. The correlation matrix between
independent variables (teacher attendance, conduct, and effectiveness of instruction) collaborations with parents and
the community, as well as the management of school resources) and dependent variables, which include test scores,
graduation rates, behavior improvements, and enhanced engagement in class, can demonstrate a student's academic
success in English. Finally, because the p-value is less than 0.05, they show positive significance.

Recommendations:-
The researcher made the following suggestions in light of the findings:
Inspiring and motivating their followers, transformational leaders establish a supportive learning environment that
encourages student participation and English proficiency among students has been found to be greater in Rwandan
schools led by transformational leaders. Academic attainment among students is positively impacted by school
administrators that prioritize enhancing teaching and learning strategies. As a result, the Ministry of Education needs
to support collaborative teaching methods, oversee classroom education, and give instructors chances for
professional development. Distributed leadership: Skilled school administrators provide teachers more authority and
assign leadership duties to other members of the school community. In Rwanda, better student results have been
linked to this cooperative leadership style. Emotional intelligence: Teachers, parents, and kids' emotions are easier
for school administrators to comprehend and control when they possess high emotional intelligence. Academic
success of students is impacted favorably by the school atmosphere, which is influenced by this emotional
intelligence.

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It is advised that MINEDUC offer adequate resources to raise the standard of English proficiency in secondary
education. Increasing one's level of English comprehension requires more instruction in the language

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