School Infrastructure Management Practices and Academic Outcomes in Public Secondary Schools in Rutsiro District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n06.003Keywords:
school infrastructure management, academic outcomes, digital learning tools, classroom construction monitoring, infrastructure rehabilitation, Rwanda, Rutsiro DistrictAbstract
This study assessed the influence of school infrastructure management practices on academic outcomes in public secondary schools in Rutsiro District, Rwanda. Guided by four specific objectives, the study examined the influence of: (i) planning for school infrastructure development, (ii) digital learning tools allocation, (iii) monitoring of classroom construction, and (iv) timely infrastructure rehabilitation on academic outcomes. Anchored in Systems Theory and Constructivist Learning Theory, the study employed a descriptive survey design with a mixed-methods approach. The target population comprised 2,282 individuals, from which a sample of 340 respondents was drawn using Slovin's formula, including 4 head teachers, 50 teachers, and 286 Senior Three students. Data were collected through structured questionnaires, semi-structured interviews, and focus group discussions. Quantitative data were analyzed using SPSS through descriptive and inferential statistics, while qualitative data underwent thematic analysis. Findings revealed that all four infrastructure management practices significantly and positively influenced academic outcomes (p < 0.05): planning for infrastructure development (β = 0.412, R² = 0.169), digital learning tools allocation (β = 0.689, R² = 0.474), monitoring of classroom construction (β = 0.936, R² = 0.876), and timely infrastructure rehabilitation (β = 0.552, R² = 0.304). Monitoring of classroom construction exhibited the strongest effect while planning showed the weakest relative influence. The study concludes that systematic and well-monitored infrastructure management is a critical enabler of academic performance in rural public secondary schools. Policy recommendations target the Ministry of Education, school leaders, and district education officers to strengthen infrastructure governance frameworks.
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