Influence of Educational Leadership Strategies on the Implementation of Remedial Programs in Public Secondary Schools in Kicukiro District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n04.008Keywords:
educational leadership strategies, instructional supervision, leadership support, resource allocation, stakeholders’ engagement, remedial programs, public secondary schools, RwandaAbstract
This study investigated the influence of educational leadership strategies on the implementation of remedial programs for low-performing learners in public secondary schools in Kicukiro District, Rwanda. Guided by four specific objectives, the study examined the influence of instructional supervision, leadership support, resource allocation, and stakeholders’ engagement on remedial program implementation. The research was anchored in Transformational Leadership Theory and Constructivist Learning Theory. A convergent parallel mixed-methods design was adopted, drawing on a sample of 155 respondents selected from a target population of 252 educational stakeholders through stratified random and purposive sampling. Data were collected via structured questionnaires, semi-structured interviews, focus group discussions, and document review. Quantitative data were analyzed using descriptive statistics and multiple regression analysis (SPSS Version 25), while qualitative data were subjected to thematic analysis. Regression results revealed that instructional supervision (β = 0.247, p = 0.003), leadership support (β = 0.224, p = 0.001), resource allocation (β = 0.196, p = 0.063), and stakeholders’ engagement (β = 0.183, p = 0.014) all positively influenced remedial program implementation. Instructional supervision and leadership support had the strongest significant effects. The study concludes that a combination of strong instructional oversight, visible leadership support, strategic resource allocation, and inclusive stakeholder participation is essential for effective remedial program delivery. Schools are recommended to strengthen leadership practices, invest in continuous teacher professional development, and build robust stakeholder engagement frameworks to improve outcomes for low-performing learners.
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