Agile Management Practices and Project Performance in Rwandan Schools: A Case of Rwanda Quality Basic Education for Human Capital Development Project
DOI:
https://doi.org/10.53819/81018102t30149Abstract
The current study examined the effect of agile management practices on project performance in Rwandan schools, specifically the Rwanda Quality Basic Education for Human Capital Development project. The purpose of this study was to assess the impact of strategic agility, operational agility, and stakeholder agility on project performance in Rwanda's Quality Basic Education for Human Capital Development project. This study's theoretical foundations are organizational adaptation theory, situational theory, and triple constraints theory, with strategic agility, operational agility, stakeholder agility, and project performance serving as critical conceptual foundations. The researcher will employ both qualitative and quantitative approaches, including correlation analysis and case study research designs. The study population consisted of 431 people, including 15 MINEDUC employees, 96 head teachers, and 320 teachers. The sample size was 289 people, with 15 MINEDUC staff, 96 head teachers, and 178 teachers. Teachers were selected using simple random sampling, whereas MINEDUC staff and head teachers were chosen using purposive sampling. A closed-ended questionnaire was used to collect data. The content validity index and Cronbach alpha coefficients were used to assess validity and reliability, respectively. Data were analysed using both descriptive (means and standard deviation) and inferential statistics (correlation and regression). The hypothesis test results indicate that strategic agility (β=.753, p<.05), operational agility (β=-.330, p<.05), and stakeholder agility (β=-.40) all have a significant impact on the RQBEHCD project's performance from 2017 to 2023. The study provides important insights into the dynamic interplay between agile practices and project success in the Rwandan educational context. Stakeholders should prioritize proactive communication and engagement, provide ongoing professional development for teachers, encourage flexibility in work plans under the supervision of head teachers, implement proactive issue resolution strategies, and cultivate a culture of continuous improvement in agile project management practices. The study also adds to the academic body of knowledge about agile management and project performance in Rwanda.
Keywords: Agile Management, Project Performance, Basic Education, Human Capital, Development Project
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