Exploring the Impact of School Leadership Practices on Teachers' Job Performance in Rwanda
DOI:
https://doi.org/10.53819/81018102t4317Abstract
This study explores the impact of effective school leadership practices on teachers’ job performance in primary schools in Rubavu District, Rwanda. The research focuses on three key leadership practices: setting a clear vision and direction, leading teaching and learning. The study employs a quantitative research approach, utilizing regression analysis and ANOVA to assess the relationship between these leadership functions and teacher performance. The findings indicate that setting a clear school vision and direction has the strongest positive correlation with teacher performance (R = 0.933, R² = 87.1%), highlighting the crucial role of visionary leadership in motivating and aligning teachers with school goals. Leading teaching and learning, while moderately correlated (R = 0.693, R² = 48.1%), still plays a vital role in instructional effectiveness and teacher development. The study concludes that strategic leadership in schools, particularly in vision-setting, instructional leadership, and resource management, is essential for enhancing teacher performance and overall school effectiveness. Based on these findings, the study recommends targeted professional development programs for school leaders, and enhanced teacher engagement in decision-making processes. This research contributes to the growing body of literature on educational leadership and offers valuable insights for policymakers, school administrators, and educators on optimizing leadership practices for improved teacher performance and student success.
Keywords: Resource management, School leadership practices, Performance
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