School Management Practices and Students’ Academic Performance in Twelve Years Basic Education in Gasabo District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n06.014Keywords:
school management practices, administrative factors, teacher-related factors, academic performance, Twelve Years Basic Education, RwandaAbstract
This study assessed the relationship between school management practices and students’ academic performance in Twelve Years Basic Education (12YBE) in Gasabo District, Rwanda. Three objectives guided the study: to assess the effect of administrative factors, to examine the influence of teacher-related factors, and to investigate possible measures for improving school administration to enhance academic performance. Grounded in educational leadership and management perspectives, the study adopted a descriptive survey design within a mixed-methods approach. From a target population of 406 (382 teachers and 24 school leaders), a sample of 202 respondents (190 teachers and 12 school leaders) was drawn using Yamane’s (1967) formula, combining simple random sampling for teachers with purposive sampling for school leaders. Data were collected through structured Likert-scale questionnaires and semi-structured interviews and analyzed using descriptive statistics in SPSS, with qualitative data analyzed thematically. The findings revealed strong agreement on the importance of all three dimensions. Among administrative factors, establishing clear discipline standards received the highest rating (M = 4.56), followed by improving instruction quality (M = 4.44) and guidance and counseling (M = 4.35). Among teacher-related factors, teaching methods, course structure, and student interest were rated highest (M = 4.47), with use of prior academic records (M = 4.42) close behind, underscoring the centrality of instructional quality. Among improvement measures, sufficient learning resources (M = 4.52) and ongoing teacher training (M = 4.49) attracted the strongest support. The study concludes that effective school management plays a pivotal role in enhancing students’ academic performance and recommends that School Management Teams develop and consistently enforce clear discipline policies, invest in continuous teacher development, and ensure adequate learning resources.
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