Effects of Educational resource Planning on Public Primary Schools’ Academic outcomes in Karongi District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n06.016Keywords:
educational resource planning, academic outcomes, primary education, Rwanda, human resource planning, financial resource planning, instructional resources, physical resourcesAbstract
This study examined the effects of educational resource planning on academic outcomes in public primary schools in Karongi District, Rwanda. Anchored in Human Capital Theory and Educational Production Function Theory, a convergent parallel mixed-methods design was employed. The target population comprised 2,053 individuals, including head teachers, deputy head teachers, teachers, and sector education inspectors. Using the Taro Yamane (1967) formula, a sample of 335 participants was selected. Data were gathered through structured questionnaires and interview guides, and analyzed using SPSS version 28.0. Findings revealed statistically significant positive relationships between all four dimensions of educational resource planning and pupils' academic outcomes. Financial resource planning demonstrated the strongest association (r = .649; ρ = .634), followed by human resource planning (r = .612; ρ = .627), instructional resource planning (r = .593; ρ = .582), and physical resource planning (r = .578; ρ = .563). The study concludes that effective financial management, adequate teacher planning, proper instructional resource provision, and improved physical learning environments collectively enhance academic performance. Policy implications for Rwanda's Ministry of Education (MINEDUC) and the Rwanda Education Board (REB) are discussed.
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