Effects of Collaborative Leadership on Teacher Professional Development in Public Secondary Schools in Nyagatare District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n06.012Keywords:
Collaborative Leadership, Teacher Professional Development, Public Secondary Schools, Educational LeadershipAbstract
This study examined the effects of collaborative leadership on teacher professional development in public secondary schools in Nyagatare District, Rwanda, with particular emphasis on establishing the relationship between collaborative leadership practices and teacher professional development. A mixed-methods approach employing a descriptive correlational research design was adopted. The study targeted 2,614 respondents comprising teachers, head teachers, and Deans of Studies from public secondary schools in Nyagatare District. Using Slovin’s formula, a sample of 346 respondents was selected, including 322 teachers, 12 head teachers, and 12 Deans of Studies. Data were collected through questionnaires and interview guides. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and regression analysis with SPSS version 30, while qualitative data were analyzed thematically. The findings revealed that collaborative leadership practices significantly influenced teacher professional development. Regression results indicated a strong positive relationship between collaborative leadership practices and teacher professional development (R = 0.811), with collaborative leadership explaining 65.7% of the variation in teacher professional development (R² = 0.657). The regression model was statistically significant (F = 446.512, p < .001), and collaborative leadership practices emerged as a significant predictor of teacher professional development (β = 0.816, p < .001). Qualitative findings further showed that collaborative leadership practices such as shared responsibility, participatory decision-making, teamwork, peer mentoring, and open communication enhanced teachers’ motivation, professional learning, and instructional effectiveness. The study concludes that collaborative leadership plays a critical role in strengthening teacher professional development and recommends that school leaders promote inclusive leadership practices that encourage collaboration, professional dialogue, and continuous learning among teachers.
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