International Journal of Management and Development Studies
⭐ NOTICE ⭐ All issues published from December 2012 to December 2025 are available at old.ijmds.in. New submissions and current activities continue at ijmds.in. International Journal of Management and Development Studies is a fully peer reviewed / refereed journal dedicated to the publishing of scholarly articles from practitioners of and dissenters from international and regional studies. The journal also provides a platform for research in management and development studies. This journal publishes high-quality manuscripts engaging both theoretical and empirical issues in management, commerce, economics, and allied development studies. It also features case studies focusing on practical implications, papers related to learning and teaching in business, management, and development studies, as well as book reviews of recently published works. Articles published in the International Journal of Management and Development Studies are valuable to research scholars, policy makers, academicians, practitioners, and analysts in government and organizations seeking to understand the diverse and complex characteristics of international environments. While international-scope research is encouraged, papers focused on domestic contexts and issues are also highly welcomed to support global knowledge sharing and generalizability of research findings. Journal Information Title: International Journal of Management and Development Studies Journal Start Year: 2012 Frequency of Publication: Monthly (12 issues per year) ISSN (Online): 2320-0685 Peer Review Process: Double Blind Peer Review Subject: Business and Management & Development Studies Languages: English Accessibility: Open Access Plagiarism Checker: Turnitin (Licensed) Publication Format: Online Impact Factor: 5.81 (IIJIF) Contact Information Contact No.: +91-93284 90029 Email: editor@ijmds.in Website: https://ijmds.in/ | Old Website: https://old.ijmds.in/
Agriculture Sector and Kisan Credit Card Scheme
After independence to meet the credit needs of the farmers, credit of the borrowers for agriculture and allied activities and a reasonable component for consumption needs the government started the Kisan Credit Card Scheme in 1998.The present study is an Economic analysis of Kisan Credit Card Scheme in Karsog block of Mandi district in Himachal Pradesh for period 2021-22 based primary data. The study highlighted the change in agriculture production, dependency on informal sources, impact of the KCC on agriculture tools, social economic status and standard of living. It was found that most of the respondents used Kisan Credit Card for activities to increase production like seeds, technology improvement, land reform, cattle purchases and land reform etc. It can be concluded that Kisan Credit Card, found as a beacon of light for the upliftment of the farming community.
Laboratory Learning Resources Management Practices and Students’ Skills Achievement in Chemistry in Public Secondary Schools in Gasabo District, Rwanda
Despite Rwanda's adoption of the Competence-Based Curriculum (CBC) and sustained national investment in science education, many public secondary schools continue to face challenges related to the availability, adequacy, and management of laboratory learning resources, potentially hindering students' acquisition of practical skills in chemistry. This study investigated the effect of laboratory learning resources management practices on students' skills achievement in chemistry in public secondary schools in Gasabo District, Rwanda. The study was guided by three objectives: to assess the influence of the availability and adequacy of chemistry laboratory learning resources on students' skills achievement; to determine the extent to which laboratory equipment management practices influence students' skills acquisition; and to examine the relationship between laboratory learning resources management practices and students' academic achievement in chemistry. Anchored in the Resource-Based View theory and Constructivist Learning theory, the study adopted a convergent parallel mixed-methods design. From a target population of 663 (650 upper secondary chemistry students, 11 chemistry teachers, and 2 Deputy Head Teachers in charge of studies at ES Bumbogo and FAWE Girls' School), a sample of 249 respondents was determined using Yamane's formula and selected through purposive, stratified, and simple random sampling techniques. Quantitative data were collected through structured questionnaires and analysed using descriptive statistics and multiple regression in IBM SPSS version 21, while qualitative data from interviews and observation were analysed thematically. Findings revealed strong agreement (mean scores above 4.0, standard deviations below 1) that laboratory learning resources were available, adequate, and well managed. Regression analysis produced a model with R = 0.378 and R² = 0.143, indicating that laboratory learning resources management practices explained 14.3% of the variation in students' skills achievement in chemistry, and the model was statistically significant (F = 14.344, p < 0.001). Access to laboratory equipment for frequent experimentation (β = 0.223, p < 0.001) and proper utilisation of laboratory equipment (β = 0.302, p < 0.001) were significant positive predictors of students' skills achievement. The study concluded that laboratory learning resources management practices have a positive and statistically significant effect on students' skills achievement in chemistry, and recommended that policymakers, head teachers, and chemistry teachers strengthen hands-on learning approaches, laboratory maintenance, and resource provision to enhance practical skills acquisition.
Instructional Materials Utilization and Educational Outcomes in Public Secondary Schools in Nyarugenge District, Rwanda
This study examined the influence of instructional materials utilization on educational outcomes in public secondary schools in Nyarugenge District, Rwanda. Anchored in the Resource-Based View and Goal Attainment Theory, the study adopted a descriptive survey design within a mixed-methods approach. From a target population of 507 respondents (477 teachers and 30 head teachers), a sample of 223 was drawn using Slovin's formula. Data were collected through structured questionnaires and semi-structured interviews and analyzed using descriptive statistics and simple linear regression in SPSS, while qualitative data were analyzed thematically. A response rate of 98.7% was achieved. Teachers reported strongly positive perceptions of instructional materials utilization, with item means ranging from 4.23 to 4.40 on a five-point scale. Simple linear regression revealed a strong, positive, and statistically significant influence of instructional materials utilization on educational outcomes (R = .659, R² = .434, F(1, 36) = 122.23, p < .001; B = .615, β = .659), explaining 43.4% of the variance. Qualitative findings corroborated these results, emphasizing periodic audits, resource-based lesson planning, and timely distribution, while noting procurement delays and budget constraints as challenges. The study concludes that the effective utilization of instructional materials is a significant predictor of improved educational outcomes and recommends ensuring consistent availability, proper maintenance, easy accessibility, and monitored use of textbooks and teaching aids in Rwanda's public secondary schools.
Influence of School Management Data-Driven Practices on School Performance in Public Primary Schools in Gatsibo District, Rwanda
This study investigated the influence of school management data-driven practices (DDP) on school performance in public primary schools in Gatsibo District, Rwanda. Guided by the Data-Informed Decision-Making Theory and the Theory of Performance, it examined the influence of four DDP components data collection, data analysis, data visualization, and actionable insights on student retention, academic achievement, and teacher engagement. A mixed-methods design integrated structured questionnaires, semi-structured interviews, and document analysis of school records. From a target population of 149 headteachers, 3,161 teachers, 14 sector education inspectors, and one district education officer, a sample of 109 headteachers (census), 366 teachers, 13 inspectors, and the officer (purposive) was drawn, achieving a 100% response rate. Quantitative data were analyzed in SPSS using descriptive statistics, Pearson correlation, and linear and multiple regression, while qualitative data were thematically analyzed in NVivo. The findings revealed a fractured DDP cycle. Data collection was widespread (81.6% of headteachers systematically collected attendance data) yet weakly significant as a predictor of retention (r = .218, R² = .048, p = .022). Data analysis was the most underdeveloped stage with 77.1% of teachers untrained and did not significantly predict academic achievement (R² = .026, p = .092). Data visualization was virtually absent (78.0–80.3% of respondents disagreed they used charts or dashboards) but significantly predicted teacher engagement where attempted (r = .345, R² = .119, p < .001). In a multiple regression of all four components on retention (R² = .137, p = .004), only actionable insights made a unique significant contribution (β = .312, p = .011). The study concludes that the DDP cycle is constrained less by a lack of data than by limited data literacy and technological infrastructure, and recommends investment in digital tools and reliable connectivity alongside sustained, school-based professional development in data literacy and evidence-based intervention design.
Psychosocial Support and Emotional Well-Being of Children with Incarcerated Parents: A Case of The Child Journey Program at Prison Fellowship Rwanda
Children of incarcerated parents represent one of the most psychosocially vulnerable groups globally, yet empirical evidence on the effectiveness of structured psychosocial support programs in African contexts remains limited. This study examined the influence of psychosocial support on the emotional well-being of children enrolled in Prison Fellowship Rwanda's Child Journey Program (CJP). A mixed-methods cross-sectional case study design was employed. Using stratified random sampling, 337 respondents were selected from a target population of 2,137 individuals comprising child beneficiaries, caregivers, school-based personnel, program staff, and volunteers. Structured questionnaires yielded quantitative data analysed through SPSS version 27 using descriptive statistics and multiple linear regression, while qualitative data from interviews and focus group discussions were analysed thematically using NVivo. Findings revealed statistically significant positive relationships between caregiver support, school-based emotional support, and peer support groups and children's emotional well-being (p < 0.05). Caregiver support exerted the strongest influence (β = 0.341), followed by school-based support (β = 0.318) and peer support (β = 0.296). The model explained 55.1% of variance in emotional well-being outcomes. These results underscore the critical role of integrated, multi-level psychosocial interventions in promoting emotional resilience among children affected by parental incarceration and provide evidence to inform child protection policy and program design in Rwanda and comparable Sub-Saharan African contexts.
Effects of Educational resource Planning on Public Primary Schools’ Academic outcomes in Karongi District, Rwanda
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.
Strategic Planning Component and Performance of Insurance Companies in Rwanda: A Case Study of Old Mutual Public Limited Company
This study examined the influence of strategic planning components on the performance of insurance companies in Rwanda, using Old Mutual Rwanda Public Limited Company (PLC) as a case study. The research was guided by three objectives: to examine the influence of strategic goals, resource allocation, and strategic quality control on organizational performance. Grounded in Strategic Planning Theory, the Resource-Based View, Goal-Setting Theory, and Total Quality Management Theory, the study adopted a mixed-methods design integrating descriptive, correlational, and cross-sectional approaches. A census of all 151 staff members of Old Mutual Rwanda was undertaken, yielding a 100% response rate. Quantitative data were collected through structured Likert-scale questionnaires and analyzed using SPSS version 26 (descriptive statistics, Pearson correlation, and simple linear regression), while qualitative data from semi-structured interviews were analyzed thematically. The instrument was reliable (overall Cronbach's α = 0.81) and the data suitable for factor analysis (KMO = 0.812; Bartlett's test χ² = 765.432, p < .001). Findings revealed that strategic goals had a strong, significant positive effect on performance (r = 0.736; R² = 0.541; B = 0.825, p < .001), as did resource allocation (r = 0.698; R² = 0.487; B = 0.794, p < .001) and strategic quality control (r = 0.732; R² = 0.536; B = 0.826, p < .001). The study concludes that strategic planning—through well-defined goals, efficient resource allocation, and rigorous quality control—significantly enhances organizational performance. It recommends periodic goal reviews, real-time resource monitoring, and continuous quality audits. Future research should explore leadership commitment, digital transformation, and longitudinal effects on performance.
School Management Practices and Students’ Academic Performance in Twelve Years Basic Education in Gasabo District, Rwanda
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.
Influence of School Leadership Practices on Teachers' Empowerment in Public Secondary Schools in Kicukiro District, Rwanda
This study investigated the influence of school leadership practices on teachers' empowerment in public secondary schools in Kicukiro District, Rwanda. Guided by Transformational Leadership Theory, Distributed Leadership Theory, and Empowerment Theory, the study examined four leadership dimensions: decision-making, delegation, organizational, and professional development practices. A mixed-methods descriptive-correlational design was employed, with a sample of 260 teachers drawn from a target population of 800 using stratified random sampling (Yamane, 1967). Data were collected via structured Likert-scale questionnaires and semi-structured interviews with head teachers. Reliability was confirmed with Cronbach's alpha coefficients ranging from α = 0.83 to 0.89 (overall α = 0.86). Pearson correlation and multiple linear regression were used for quantitative analysis; thematic analysis was applied to qualitative data. Findings revealed that all four leadership practices had strong, statistically significant positive relationships with teachers' empowerment: decision-making (r = 0.711, p < 0.01), delegation (r = 0.693, p < 0.01), professional development (r = 0.673, p < 0.01), and organizational practices (r = 0.651, p < 0.01). Decision-making emerged as the strongest predictor (R² = 0.505). Qualitative findings confirmed that participatory leadership, meaningful delegation, supportive organizational structures, and continuous professional development collectively strengthen teacher autonomy, motivation, and governance participation. The study concludes that teacher empowerment in Kicukiro District is significantly shaped by integrated, participatory school leadership practices, and recommends institutionalization of structured decision-making frameworks, competency-based delegation, mentorship-oriented professional development, and equitable organizational systems.
Effects of Educational Technology Inclusion on Teachers’ English Language Proficiency in Government Lower Secondary Schools in Gasabo District, Rwanda
This study examined the effects of educational technology inclusion on teachers’ English language proficiency in government lower secondary schools in Gasabo District, Rwanda, with particular emphasis on analyzing the influence of school leadership in educational technology inclusion on teachers’ English language proficiency. A mixed-methods approach employing a descriptive research design was adopted. The study targeted 25,209 respondents comprising 24,000 students, 1,043 teachers, 83 Head Teachers, and 83 Deans of Studies from public lower secondary schools in Gasabo District. Using Slovin’s formula, a sample of 360 respondents was selected, including 270 students, 80 teachers, 5 Head Teachers, and 5 Deans of Studies. Data were collected through questionnaires and interview guides. Quantitative data were analyzed using descriptive statistics, Pearson Product-Moment Correlation, and regression analysis with SPSS version 26, while qualitative data were analyzed thematically. The findings revealed that school leadership in educational technology inclusion significantly influenced teachers’ English language proficiency. Correlation results indicated a strong positive relationship between school leadership in educational technology inclusion and teachers’ English language proficiency (r = .812, p < .01). Regression analysis further showed that educational technology leadership explained 65.9% of the variation in teachers’ English language proficiency (R² = .659). The regression model was statistically significant (F = 164.273, p < .001), and school leadership in educational technology inclusion emerged as a significant predictor of teachers’ English language proficiency (β = .812, p < .001). Qualitative findings further revealed that leadership support through provision of digital resources, professional development opportunities, technical guidance, and encouragement of technology use enhanced teachers’ speaking, listening, reading, writing, and confidence in using English. The study concludes that school leadership plays a critical role in maximizing the benefits of educational technology for language development and recommends strengthening leadership support, digital infrastructure, and continuous teacher training to improve teachers’ English language proficiency.
Effects of Collaborative Leadership on Teacher Professional Development in Public Secondary Schools in Nyagatare District, Rwanda
This study examined the effects of collaborative leadership on teacher professional development in public secondary schools in Nyagatare District, Rwanda, with particular emphasis on establishing the relationship between collaborative leadership practices and teacher professional development. A mixed-methods approach employing a descriptive correlational research design was adopted. The study targeted 2,614 respondents comprising teachers, head teachers, and Deans of Studies from public secondary schools in Nyagatare District. Using Slovin’s formula, a sample of 346 respondents was selected, including 322 teachers, 12 head teachers, and 12 Deans of Studies. Data were collected through questionnaires and interview guides. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and regression analysis with SPSS version 30, while qualitative data were analyzed thematically. The findings revealed that collaborative leadership practices significantly influenced teacher professional development. Regression results indicated a strong positive relationship between collaborative leadership practices and teacher professional development (R = 0.811), with collaborative leadership explaining 65.7% of the variation in teacher professional development (R² = 0.657). The regression model was statistically significant (F = 446.512, p < .001), and collaborative leadership practices emerged as a significant predictor of teacher professional development (β = 0.816, p < .001). Qualitative findings further showed that collaborative leadership practices such as shared responsibility, participatory decision-making, teamwork, peer mentoring, and open communication enhanced teachers’ motivation, professional learning, and instructional effectiveness. The study concludes that collaborative leadership plays a critical role in strengthening teacher professional development and recommends that school leaders promote inclusive leadership practices that encourage collaboration, professional dialogue, and continuous learning among teachers.
Performance and Problems of Street Food Vendors in Tiruvannamalai City
Self-employment has gradually become the most popular step economics, but also in social work, sociology and anthropology. There are many self-employed works. They have to work daily to earn money for their livelihood. There are many changes in the structure of entrepreneurship, especially with street vendors. With this background, the present study sought to study problems faced by street vendors in Tiruvannamalai municipality. The researchers used a convenient sampling method. The current study selected 120 respondents, and the research is descriptive. There are also some suggestions provided to improve their street vendors.
Reconceptualizing the Female Bildungsroman: An Integrated Thematic Coding and Theoretical Framework of North-East Indian Women’s English Fiction
This paper proposes an integrated thematic and theoretical framework for analysing coming-of-age narratives in North-East Indian women’s English fiction. The study examines selected works by Easterine Kire, Anjum Hasan, Daisy Hasan, Daribha Lyndem, Jahnavi Barua, and Malsawmi Jacob. It explores how women protagonists negotiate identity, culture, trauma, memory, and belonging within the socio-political realities of the North-East region. It adopts an interdisciplinary approach to analyze the selected texts. The study integrates feminist theory, intersectionality, cultural identity theory, postcolonial theory, trauma theory, feminist narratology, and empowerment perspectives. Through thematic coding, the study identifies recurring concerns such as gendered identity, indigenous consciousness, historical memory, emotional displacement, and resistance. These narratives challenge the traditional male-centred Bildungsroman. They redefine female coming-of-age as a multidimensional process shaped by patriarchy, cultural belonging, emotional resilience, and historical experience. By bringing indigenous voices and marginalized histories to the forefront, the paper contributes to feminist literary scholarship. It also highlights the role of literature in promoting gender justice, cultural preservation, and social inclusion.
Assessment of the Influence of School-Parents Collaboration on Students Success in Lower Public Primary Schools in Nyarugenge District, Rwanda
This study examined the influence of school–parent collaboration (SPC) on learners' success in lower public primary schools (P1–P3) in Nyarugenge District, Rwanda. Guided by Epstein's Theory of Overlapping Spheres of Influence, the Theory of Planned Behavior, and Community Engagement Theory, the study assessed SPC's impact across four dimensions: resource mobilization, participation in decision-making, quality of education, and monitoring and evaluation of school programs. A mixed-methods concurrent triangulation design was employed. From a target population of 120 stakeholders across three purposively selected schools APPEK Kamuhoza, GS Kabusunzu, and Muhima Primary School a sample of 92 participants was drawn using Slovin's formula and stratified random sampling; 83 valid responses were received (response rate: 90.2%). Quantitative data from structured questionnaires were analyzed using SPSS v27 descriptive statistics and one-way ANOVA, while qualitative data from interviews and focus group discussions underwent thematic analysis. Findings revealed uniformly positive perceptions of SPC across all four objectives, with composite mean scores ranging from 4.11 to 4.53 on a five-point Likert scale. ANOVA results showed statistically significant differences among respondent groups (F = 5.87–7.10, p < 0.05), with senior education officers recording the highest means (M = 4.53) and parents the lowest (M = 4.11–4.28), reflecting practical constraints on parental engagement. The study recommends strengthening SGAC capacity, improving school–home communication channels, and extending similar empirical investigations to rural and upper-primary contexts across Rwanda.
Discipline Management Strategies and Students’ Academic Performance in Public Day Secondary Schools in Rwamagana District, Rwanda
This study examined the influence of discipline management strategies on students’ academic performance in public day secondary schools in Rwamagana District, Rwanda. Specifically, the study investigated the effects of restorative justice reinforcement, teacher training in classroom management, monitoring of school disciplinary actions, and students’ involvement in setting codes of conduct on academic performance. Guided by Skinner’s Operant Conditioning Theory and Constructivist Learning Theory, the study employed a descriptive survey design using a mixed-methods approach. The target population comprised 912 respondents, from which a sample of 278 participants was selected using Slovin’s formula. Data were collected through questionnaires, interviews, and focus group discussions and analyzed using SPSS and thematic analysis. Findings revealed that all four discipline management strategies had statistically significant positive effects on students’ academic performance. Restorative justice reinforcement emerged as the strongest predictor (β = 0.945, p < 0.001), followed by students’ involvement in setting codes of conduct (β = 0.913, p < 0.001), monitoring of disciplinary actions (β = 0.836, p < 0.001), and teacher training in classroom management (β = 0.755, p < 0.001). The study concludes that effective discipline management is a critical determinant of academic success and recommends strengthening restorative discipline practices, teacher professional development, participatory governance, and systematic disciplinary monitoring in secondary schools.
Laboratory Resources Management and Performance of Teaching and Learning of Science Subjects in Public Secondary Schools in Nyagatare District, Rwanda
This study assessed the influence of laboratory resource management on the teaching and learning of science subjects in rural public secondary schools in Nyagatare District, Rwanda. It focused on laboratory resource availability, teacher training in laboratory management, and laboratory scheduling practices. The study was guided by Constructivist Learning Theory and Systems Theory and adopted a descriptive survey design involving 45 respondents (school leaders, deans of studies, and science subject leaders) selected through a census approach. Data were collected using questionnaires and interviews and analyzed using descriptive statistics and thematic analysis. Findings revealed that laboratory resource availability positively influences students’ academic performance in science subjects, with most respondents reporting frequent laboratory sessions (60.0%) and active student participation (66.7%). Teacher training in laboratory management was also found to enhance the effectiveness of practical science teaching, with 73.4% of respondents indicating improved instructional delivery. Additionally, regular use of laboratories and high student engagement in practical activities were reported. However, challenges such as inadequate laboratory materials, uneven teacher training, and inconsistency in practical sessions were identified. The study concludes that effective laboratory resource management significantly improves science teaching and learning outcomes. It recommends increased investment in laboratory facilities, continuous teacher professional development, improved management practices, and stronger monitoring systems to enhance science education in rural schools.
Teachers’ Perceptions of ICT Integration and Its Influence on Pedagogical Practices Among Public Secondary Schools in Karongi District, Rwanda
This study investigated teachers' perceptions of ICT integration and their influence on pedagogical practices in public secondary schools in Karongi District, Rwanda. Four dimensions were examined: teachers' perceptions of ICT usefulness, teachers' attitudes toward ICT, teachers' confidence in ICT use, and ICT-related training and technical support. The study was grounded in the Technology Acceptance Model (TAM) and Constructivist Learning Theory and adopted a mixed-methods descriptive survey design. From a target population of 1,600 participants across 59 public secondary schools, a sample of 320 was drawn using Taro Yamane's (1967) formula: one District Education Officer (purposive), 11 headteachers (stratified random), and 308 teachers (simple random). An overall response rate of 95.6% (n = 306) was achieved. Data were collected through five-point Likert-scale questionnaires and semi-structured interviews and analyzed using SPSS Version 26.0 through descriptive statistics and simple linear regression; qualitative data were analyzed thematically. Teachers' perceptions of ICT usefulness were broadly positive (mean = 3.95; R = 0.612; R² = 0.375; F = 175.54; p < 0.001), explaining 37.5% of variance in pedagogical practices. Teacher ICT attitudes were the most consistently positive dimension (mean = 4.00; R = 0.634; R² = 0.402; F = 196.47; p < 0.001), accounting for 40.2% of variance. Teacher ICT confidence showed the most moderate profile (mean = 3.57; R = 0.657; R² = 0.432; F = 223.01; p < 0.001), explaining 43.2% of variance; the null hypothesis of no significant relationship between confidence and instructional methods was rejected at p < 0.001. ICT-related training and technical support was simultaneously the strongest predictor (R = 0.683; R² = 0.467; F = 256.88; p < 0.001) and the most deficiently provided dimension (mean = 3.45), with in-lesson technical support (mean = 3.20) and subject-specific training relevance (mean = 3.26) as the most critically underserved areas. No school in Karongi District employs a dedicated ICT technician. The study concludes that teachers' perceptions significantly and positively influence pedagogical practices, but full realisation of ICT's transformative potential is constrained by inadequate training quality, absent technical support, and underdeveloped ICT self-efficacy. Recommendations target subject-specific CPD frameworks, dedicated ICT technician provision, peer mentoring structures, and low-risk ICT practice environments.
Influence of Planning for Comprehensive Assessment on School Performance in Upper Primary Schools in Gasabo District, Rwanda
This study investigated the influence of planning for comprehensive assessment on school performance in upper primary schools in Gasabo District, Rwanda. Three dimensions of assessment planning were examined: clear assessment objectives, teacher training in assessment planning, and assessment schedules and timelines. A descriptive survey design with a mixed-methods approach was employed. From a target population of 1,851 stakeholders across 67 upper primary schools, a stratified and purposive sample of 329 respondents was drawn, comprising teachers and headteachers. Data were collected through structured questionnaires and semi-structured interviews and analyzed using IBM SPSS Version 21 for descriptive and inferential statistics, with qualitative data analyzed thematically. Findings revealed that all three dimensions significantly and positively predict school performance. Clear assessment objectives accounted for 37.0% of variance in school performance (R = 0.608, R² = 0.370, F = 187.32, p < 0.001; β = 0.608). Teacher training explained 33.9% of variance (R = 0.582, R² = 0.339, F = 152.88, p < 0.001; β = 0.582). Assessment scheduling accounted for 35.4% (R = 0.595, R² = 0.354, F = 163.45, p < 0.001; β = 0.595). The combined multiple regression model explained 54.9% of variance in school performance (R = 0.741, F = 112.39, p < 0.001), confirming the integrated and synergistic nature of effective assessment planning. The study concludes that comprehensive assessment planning is a multidimensional and critical determinant of school performance, and recommends strengthening teacher participation in objective-setting, expanding professional development in assessment literacy, and formalizing assessment scheduling within school governance structures.
Headteacher Management Practices and Teacher Attrition in Public Secondary Schools: Evidence from Rusizi District, Rwanda
Teacher attrition constitutes a persistent barrier to educational quality and sustainability, particularly in rural public secondary schools of developing nations. This study examined the influence of headteacher management practices on teacher attrition in public secondary schools in Rusizi District, Western Province, Rwanda. Using a concurrent mixed-methods research design, quantitative data were collected from 291 teachers via structured Likert-scale questionnaires, while qualitative insights were gathered through semi-structured interviews with 20 headteachers and district education officials. Analysis was performed using SPSS Version 28.0, employing descriptive statistics and Pearson correlation. Four management dimensions were investigated: motivation practices, work-life balance, professional growth, and salary and remuneration. Findings reveal that recognition of teacher effort was positively perceived (mean = 3.72), yet incentive adequacy (mean = 2.53) and administrative communication (mean = 2.71) were critically deficient. Work-life balance practices were moderately supportive in scheduling (mean = 3.43), but poor living conditions (mean = 2.60) undermined their effect. Professional development opportunities were limited (training mean = 2.51), despite teachers acknowledging their retention value (mean = 3.46). Salary dissatisfaction was pronounced, with pay fairness rated at mean = 2.55, though fair remuneration was recognized as an attrition deterrent (mean = 3.17). Correlation analysis confirmed strong positive associations between all four management dimensions and teacher retention (r = 0.776 to 0.986, p < 0.01). The study recommends targeted policy reforms by MINEDUC and REB, capacity-building for school leaders, enhanced compensation structures, and structured professional development programs to reduce attrition in rural Rwandan secondary schools.
Influence of Staff Rewards on Teacher Performance in Public Secondary Schools in Bugesera District, Rwanda
Purpose: This study examined the influence of staff rewards on teacher performance in public secondary schools in Bugesera District, Rwanda, focusing on four motivational dimensions: continuous professional development (CPD), teacher recognition strategies, school leadership feedback, and reward systems. Design/Methodology: A mixed-methods descriptive survey design was adopted. The target population comprised 1,248 respondents. A stratified random sample of 286 teachers, 22 head teachers selected purposively, and one District Education Officer participated. Quantitative data were analysed using SPSS v26 through descriptive statistics, Pearson correlation, and multiple linear regression; qualitative data were analysed thematically Findings: All four reward dimensions positively and significantly influenced teacher performance. School leadership feedback was the strongest predictor (r = 0.563, R² = 0.317, B = 0.748), followed by reward systems (r = 0.548, R² = 0.300, B = 0.724), teacher recognition (r = 0.537, R² = 0.288, B = 0.712), and CPD (r = 0.521, R² = 0.271, B = 0.689). Collectively, the four dimensions explained 51.0% of the variance in teacher performance (R² = 0.510, F = 71.812, p < 0.001). Practical Implications: Findings support policy reform in teacher remuneration, equitable access to professional development, institutionalised recognition programmes, and enhanced instructional leadership in Rwandan public secondary schools. Originality/Value: This study provides empirical evidence from sub-Saharan Africa on multidimensional staff reward systems and their integrated influence on teacher performance, contributing to the limited body of literature from Rwanda's secondary education context.
Effect of Teacher Professional Development on Student Academic Achievements in Secondary Schools in Rulindo District, Rwanda
This study examined the effect of Teacher Professional Development (TPD) on student academic achievement in secondary schools in Rulindo District, Rwanda. Specifically, the study assessed the effects of pedagogical skills enhancement, subject matter mastery, continuous professional learning, and teacher motivation and attitude on student academic achievement. A mixed-methods descriptive survey design was adopted, involving a sample of 370 respondents (132 teachers, 231 students, and 7 head teachers) drawn from 67 secondary schools. Simple random sampling was used to select teachers and students, while head teachers were purposively selected. Data were collected using structured questionnaires and semi-structured interviews. Reliability was established using Cronbach's alpha (α = 0.930), and validity was confirmed through expert review (CVI = 0.89). Quantitative data were analysed using SPSS version 21, employing descriptive statistics, Pearson correlation, and multiple regression analyses; qualitative data were analysed thematically. Results revealed that pedagogical skills enhancement (r = 0.374, p < 0.01; B = 0.391), subject matter mastery (r = 0.417, p < 0.01; B = 0.421), continuous professional learning (r = 0.394, p < 0.01; B = 0.398), and teacher motivation and attitude (r = 0.401, p < 0.01; B = 0.405) all had statistically significant positive effects on student academic achievement. Over 65% of students agreed that active classroom participation, timely assignment completion, and examination performance accurately reflected their academic abilities. The study concludes that structured, continuous TPD initiatives significantly enhance teacher effectiveness and student academic achievement. Strengthening collaborative professional development programmes, expanding continuous learning opportunities, enhancing teacher motivation strategies, and reinforcing instructional leadership are recommended to improve teaching quality and promote sustainable academic excellence.
Physical Resource Management Practices and Resource Performance in Public Secondary Schools: Evidence from Rulindo District, Rwanda
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.
Leadership Practices and Implementation of English as Medium of Instruction in Public Day Secondary Schools in Karongi District, Rwanda
This study examined the influence of leadership practices on the implementation of English as a Medium of Instruction (EMI) in public day secondary schools in Karongi District, Rwanda. Specifically, the study evaluated the influence of instructional supervision by school leaders, assessed the influence of teacher professional development programs, and examined how resource allocation by school leadership affects EMI implementation. Guided by Instructional Leadership Theory, the study adopted a descriptive survey design with a mixed-methods approach, collecting data from 154 respondents (77 school leaders and 77 deans of teachers) selected through census sampling. Data were collected using questionnaires and interview guides, and analyzed using descriptive and inferential statistics (SPSS v.21) alongside thematic analysis. Findings showed that instructional supervision significantly enhanced teachers’ professional development, with classroom observation, feedback, and lesson plan review emerging as significant predictors (R = 0.854, R² = 0.729, p = 0.000). Teacher professional development programs also showed a strong positive relationship with teaching effectiveness (R = 0.87, R² = 0.76, p = 0.000), although participation in in-service training (35.6%) and English proficiency workshops (21.3%) remained low. Resource allocation strongly predicted teaching effectiveness (R = 0.88, R² = 0.77, p = 0.000), with teacher guides and teaching aids exerting the greatest influence, despite persistent shortages of English textbooks (51.9% inadequate). The study concludes that instructional supervision, teacher professional development, and resource allocation are critical leadership levers for effective EMI implementation, and recommends strengthening supervision systems, redesigning professional development to be context-responsive, and ensuring equitable distribution of instructional materials.
Influence of School Management Strategies on Students' Academic Performance among secondary schools in Rwamagana District, Rwanda
This study examined the influence of school management strategies on students' academic performance in secondary schools in Rwamagana District, Rwanda. Guided by three specific objectives assessing the influence of school goal setting on student performance, evaluating the role of school resource management on student attendance, and establishing the relationship between school management strategies and academic performance the study adopted a descriptive quantitative research design. A sample of 153 teachers was selected from the target population of 247 using Slovin's formula and simple random sampling. Data were collected through structured questionnaires and analysed using descriptive statistics and multiple linear regression via SPSS Version 23. Findings showed that goal setting (β = 0.820), monitoring and evaluation (β = 0.730), resource management (β = 0.538), professional development (β = 0.414), and leadership style (β = 0.134) all significantly influenced academic performance (p < 0.001). The combined model explained 31.7% of variance in academic outcomes (R = 0.563, R² = 0.317, F = 3.071, p = 0.013). Goal setting and monitoring and evaluation emerged as the strongest predictors. The study concludes that effective school management is a critical but not exclusive determinant of academic performance, and recommends strengthening goal-setting practices, improving resource allocation, enhancing teacher professional development, and reinforcing monitoring systems in secondary schools.
School Leadership Strategies and Students’ Academic Performance in Public Day Secondary Schools in Karongi District, Rwanda
This study investigated how school leadership strategies enhance students’ academic performance in public day secondary schools in Karongi District, Rwanda. Three specific objectives guided the inquiry: (1) to examine the influence of student support programs on academic performance; (2) to evaluate the effectiveness of parental involvement in enhancing student academic performance; and (3) to analyse the role of data-driven decision-making (DDDM) processes in improving academic performance. A descriptive mixed-methods design was employed. The target population comprised 231 respondents across 77 public day secondary schools, from which a sample of 147 was drawn using Yamane’s (1967) formula. Purposive and simple random sampling techniques were applied, with data collected through questionnaires (deans of teachers, deputy head teachers) and structured interviews (head teachers). Quantitative data were analysed using SPSS version 21, while qualitative data were subjected to thematic analysis. Findings revealed a significant but uneven relationship between school leadership strategies and academic outcomes. Regression analysis confirmed a strong model fit (R = 0.78; R² = 0.61; F = 7.92, p = .001), with school leadership practices explaining 61% of the variance in academic support outcomes. Key findings include inconsistent implementation of remedial programmes, strong parental engagement in formal meetings but weak home-based support, and high rates of data collection without commensurate application to instructional improvement. The study recommends strengthening policies, leadership capacity, and stakeholder collaboration to sustain improvements in student academic outcomes.
School Infrastructure Management Practices and Academic Outcomes in Public Secondary Schools in Rutsiro District, Rwanda
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.
Influence of Educational Leadership Strategies on the Implementation of Remedial Programs in Public Secondary Schools in Kicukiro District, Rwanda
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.
Influence of Adaptive Learning Technology Management on Academic Achievement in Public Primary Schools in Rutsiro District, Rwanda
This study investigated the influence of Adaptive Learning Technology (ALT) management on the academic achievement of learners in public primary schools in Rutsiro District, Rwanda. Three dimensions of ALT management were examined: planning for technology, use of Data Management Systems (DMS), and availability of ICT tools. The study employed a mixed-methods descriptive survey design. The target population comprised 18,601 respondents (6,400 teachers, 12,000 students, and 201 headteachers) from 29 public primary schools. A sample of 392 respondents (135 teachers, 253 students, and 4 headteachers) was selected using stratified random, simple random, and purposive sampling techniques. Data were collected through structured questionnaires, semi-structured interviews, and observation checklists. Reliability was assessed using Cronbach's alpha, and content validity was verified using the Content Validity Index. Quantitative data were analysed using SPSS version 21 through descriptive and inferential statistics. Findings revealed that planning for technology positively influenced academic achievement (R = 0.622, R² = 0.387, B = 0.695, p < 0.001), explaining 38.7% of the variance. Use of DMS demonstrated a moderate positive effect (R = 0.563, R² = 0.317, B = 1.034, p < 0.001), accounting for 31.7% of the variation. Availability of ICT tools showed the strongest individual relationship (R = 0.641, R² = 0.411, B = 0.601, p < 0.001), explaining 41.1% of the variance. Qualitative data corroborated quantitative findings, highlighting that deliberate technology planning, data-driven instruction, and equitable ICT access significantly enhance learner engagement and performance. The study concludes that systematic ALT management is critical for improving academic outcomes and recommends strengthening technology integration planning, expanding ICT infrastructure, promoting data-driven decision-making, and investing in continuous teacher professional development.
Analysis of Green Innovation, FinTech Adoption, Carbon Reduction, and Energy Efficiency in the Indian Banking Industry
The present study examined the role of green innovation, FinTech adoption, and carbon reduction in promoting energy efficiency in the Indian banking industry. With the increasing emphasis on sustainable development and environmentally responsible financial systems, banking institutions are rapidly adopting green banking practices and digital financial technologies to improve operational sustainability and reduce environmental impact. The study adopted a descriptive and analytical research design and utilized both primary and secondary data sources. Primary data were collected from 310 respondents, including bank managers, banking professionals, operational staff, and customers associated with public and private sector banks in India. A convenience sampling technique was used for selecting respondents, and statistical tools such as descriptive statistics, reliability analysis, correlation analysis, and regression analysis were applied using SPSS software. The findings of the study revealed that green innovation, FinTech adoption, and carbon reduction have significant positive impacts on energy efficiency in the Indian banking industry. The study further indicated that digital banking systems, paperless operations, sustainable financial technologies, and environmentally responsible operational practices contribute substantially toward reducing energy consumption and improving environmental sustainability. The research provides valuable insights for policymakers, banking institutions, and researchers regarding sustainable banking transformation and green financial development in India.
With the completion of twenty-five years of bifurcation of Bihar, the time seems apt for an analysis of the fiscal health of the state. With the major revenue earning mineral and natural base moving into Jharkhand it remains to be seen as to how the various sources of revenue have performed. The present state of Bihar is largely an agrarian economy which is a nontaxable sector in the country. So, it remains a challenge for the state to mobilize revenue in the absence of varied taxbase options. The present paper dwells into the various sources of revenue for the state, their trends as well as their relation with respect to growth in Gross State Domestic Product (GSDP) of Bihar.