Influence of School Management Practices on Learners' Academic Performance in Public Primary Schools in Rwanda: A Case Study of Gasabo District
DOI:
https://doi.org/10.53983/ijmds.v15n05.001Keywords:
school management practices, students' progress monitoring, instructional supervision, goal setting, learners' academic performance, Rwanda, Gasabo DistrictAbstract
This study examined the influence of school management practices on learners' academic performance in public primary schools in Gasabo District, Rwanda. Guided by Systems Theory and Academic Performance Theory, the study adopted a descriptive survey design with a mixed-methods approach. From a total population of 5,969, a sample of 374 respondents was selected using Slovin's formula. The sample comprised 10 head teachers (purposive sampling), 179 teachers (simple random sampling), and 185 class monitors (simple random sampling). Data were collected through questionnaires, interview guides, and focus group discussions. Instrument reliability was confirmed at Cronbach's alpha ≥ 0.70 and validity at a threshold of 0.70. Quantitative data were analysed using SPSS v.28 (descriptive statistics and regression analysis), while qualitative data were analysed thematically. Findings indicate that all three management practices students' progress monitoring (R = 0.249, F = 11.718, p = .001), instructional supervision (R = 0.230, F = 9.921, p = .002), and goal setting (R = 0.172, F = 5.390, p = .021) significantly influence learners' academic performance, with progress monitoring exerting the strongest effect. Paradoxically, regression coefficients for all three predictors were negative, suggesting that current implementation practices do not optimally translate monitoring, supervision, and goal-setting activities into improved student outcomes. The study recommends that policymakers and school leaders redesign these practices to be more feedback-oriented, developmental, and aligned with learner needs.
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