Physical Resource Management Practices and Resource Performance in Public Secondary Schools: Evidence from Rulindo District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n05.007Keywords:
physical resource management, resource performance, secondary schools, Rwanda, Rulindo District, educational managementAbstract
Background: Educational institutions in Rwanda face persistent challenges in the management of physical resources, which affects teaching quality and student learning outcomes in public secondary schools. Objective: This study examined the influence of physical resource management practices specifically acquisition, planning, allocation, and maintenance on resource performance in public secondary schools in Rulindo District, Rwanda. Methods: A mixed-methods, cross-sectional survey design was employed. The target population comprised 1,141 respondents including teachers, headteachers, bursars, and education officers, from which a sample of 410 was selected using purposive and stratified sampling. Data were collected through questionnaires, interviews, and documentary analysis, and analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. Results: All four management practices significantly influenced resource performance. Physical resource planning emerged as the strongest predictor (R² = 0.539, β = 0.734, p < 0.001), followed by allocation (R² = 0.517, β = 0.719, p < 0.001), acquisition (R² = 0.491, β = 0.701, p < 0.001), and maintenance (R² = 0.479, β = 0.692, p < 0.001). Pearson correlations ranged from r = 0.394 to r = 0.701 (all p < 0.01). Major challenges included insufficient funding (63.6%), delayed government allocations (45.5%), and irregular maintenance schedules. Conclusions: Physical resource management practices are critical determinants of resource performance in Rwandan secondary schools. Strengthening planning systems, ensuring timely acquisition, promoting needs-based allocation, and institutionalizing preventive maintenance are essential for improving educational quality and equity.
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