International Journal of Management and Development Studies
type: channel
description: ⭐ 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/
publisher: Research Review Publication
language: en
publication name: International Journal of Management and Development Studies
issn: 2320-0685
items: Digital Learning Resources Management and Remedial Learning Programme Outcomes in Public Primary Schools of Muhanga District, Rwanda
items: Digital Transformation and Organizational Resilience: A Systematic Review of Evidence in Contemporary Organizations
items: Rural Non-Farm Employment in Jharkhand: Trends and Determinants
items: Consumer Behavior toward Cashless Transactions: A Study with Reference to Kachchh Region
items: Critical Assessment of India's National Tourism Policy 2022 (Draft): Gaps, Governance Challenges and a Roadmap for the Next Policy Cycle
items: Inclusive School Management Practices and Students’ Science Technology Engineering and Mathematics Academic Performance in Public Day Secondary Schools in Bugesera District, Rwanda
items: Foreign banks in India: Exploring their impact on employment and sustainable economic growth
items: Operational Efficiency through Activity-Based Ratios: A Comparative Analysis of Nifty Metal Index Listed Companies
items: Influence of Information Communication and Technology Planning Programs on Learners’ Academic Performance in Primary Schools in Rwanda Equip Rubavu District
items: Effectiveness and Efficiency of Resource Management and School Learning Outcomes in Public Primary Schools in Gasabo District, Rwanda
items: Trends and Sustainability in State Finances of Himachal Pradesh
items: Public–Private Partnerships and MSMEs Growth in Tribal Areas: With Reference to Alluri Sitaramaraju District, Andhra Pradesh
items: Agriculture Sector and Kisan Credit Card Scheme
items: Laboratory Learning Resources Management Practices and Students’ Skills Achievement in Chemistry in Public Secondary Schools in Gasabo District, Rwanda
items: Instructional Materials Utilization and Educational Outcomes in Public Secondary Schools in Nyarugenge District, Rwanda
items: Influence of School Management Data-Driven Practices on School Performance in Public Primary Schools in Gatsibo District, Rwanda
items: Psychosocial Support and Emotional Well-Being of Children with Incarcerated Parents: A Case of The Child Journey Program at Prison Fellowship Rwanda
items: Effects of Educational resource Planning on Public Primary Schools’ Academic outcomes in Karongi District, Rwanda
items: Strategic Planning Component and Performance of Insurance Companies in Rwanda: A Case Study of Old Mutual Public Limited Company
items: School Management Practices and Students’ Academic Performance in Twelve Years Basic Education in Gasabo District, Rwanda
items: Influence of School Leadership Practices on Teachers' Empowerment in Public Secondary Schools in Kicukiro District, Rwanda
items: Effects of Educational Technology Inclusion on Teachers’ English Language Proficiency in Government Lower Secondary Schools in Gasabo District, Rwanda
items: Effects of Collaborative Leadership on Teacher Professional Development in Public Secondary Schools in Nyagatare District, Rwanda
items: Performance and Problems of Street Food Vendors in Tiruvannamalai City
items: Reconceptualizing the Female Bildungsroman: An Integrated Thematic Coding and Theoretical Framework of North-East Indian Women’s English Fiction
items: Assessment of the Influence of School-Parents Collaboration on Students Success in Lower Public Primary Schools in Nyarugenge District, Rwanda
items: Discipline Management Strategies and Students’ Academic Performance in Public Day Secondary Schools in Rwamagana District, Rwanda
items: Laboratory Resources Management and Performance of Teaching and Learning of Science Subjects in Public Secondary Schools in Nyagatare District, Rwanda
items: Teachers’ Perceptions of ICT Integration and Its Influence on Pedagogical Practices Among Public Secondary Schools in Karongi District, Rwanda
items: Influence of Planning for Comprehensive Assessment on School Performance in Upper Primary Schools in Gasabo District, Rwanda

Digital Learning Resources Management and Remedial Learning Programme Outcomes in Public Primary Schools of Muhanga District, Rwanda
type: item
description: Digital learning resources (DLRs) are increasingly positioned as a lever for closing learning gaps, yet evidence on how their management and use shape remedial learning specifically remains thin in Rwanda. This study examined the influence of DLR management strategies and DLR use on remedial learning programme outcomes in public primary schools of Muhanga District, Rwanda, guided by Systems Theory and Constructivist Learning Theory. A descriptive, correlational survey design combined quantitative and qualitative data. From a target population of 504 (48 head teachers, 96 teachers, 360 students), a sample of 222 was drawn using Slovin's formula and stratified sampling; 216 respondents (36 teachers, 159 students, 21 head teachers) participated, a 96.9% response rate. Data were analysed using descriptive statistics, multiple linear regression, and thematic analysis. DLR use showed the strongest, though divergent, influence on outcomes: a moderate positive relationship in students' responses (R = .515, R² = .266) contrasted with a significant negative relationship in teachers' responses (B = -.621, p = .027). Management strategies showed a similar pattern (students: R = .274, R² = .075, p < .001; teachers: B = -.380, p = .049). Qualitative accounts from head teachers indicated stronger outcomes where digital tools were scheduled, staffed by trained ICT teachers, and supported through partnerships. The study concludes that DLRs carry real potential to strengthen remedial learning, but this potential is constrained by uneven infrastructure, inconsistent policy enforcement, and limited teacher training, and recommends stronger policy enforcement, infrastructure investment, and teacher training.
subject: Articles
  topic: section
subject: digital learning resources
  topic: keywords
subject: digital learning resource management
  topic: keywords
subject: remedial learning
  topic: keywords
subject: primary education
  topic: keywords
subject: Muhanga District
  topic: keywords
subject: Rwanda
  topic: keywords
creator: Sandrine Irankunda
rights: Copyright (c) 2026
date: 2026-07-15
publication date: 2026-07-15
starting page: 56
ending page: 64
doi: 10.31305/ijmds.v15n07.007

Digital Transformation and Organizational Resilience: A Systematic Review of Evidence in Contemporary Organizations
type: item
description: Organizations increasingly operate in environments characterized by volatility, uncertainty, and rapid technological change, making organizational resilience a critical strategic concern. This systematic review examines the relationship between digital transformation and organizational resilience by synthesizing findings from recent empirical research. The evidence suggests that digital transformation can enhance an organization’s ability to withstand and respond to disruptions through mechanisms such as innovation capability and organizational learning. In addition, dynamic capabilities—including sensing, seizing, and reconfiguring—are found to play an important role in strengthening resilience. Digital transformation may also amplify the contribution of reconfiguring capabilities to organizational agility, enabling organizations to adapt more effectively to changing circumstances. Drawing on a systematic review of 77 peer-reviewed studies, the literature identifies a range of factors associated with resilient digital transformation (RDT), organized around three major dimensions: technology, organizational factors, and the external environment. Together, these dimensions create conditions that support both digital transformation and organizational resilience. Empirical evidence from Chinese A-share listed firms further demonstrates that digital transformation can significantly enhance organizational resilience, particularly by improving firms’ innovation capabilities and agility. Overall, the findings highlight the strategic value of digital transformation as a means of developing resilient organizations and offer useful implications for managers and policymakers seeking to integrate digital technologies into organizational resilience strategies.
subject: Articles
  topic: section
subject: Digital Transformation
  topic: keywords
subject: Organizational Resilience
  topic: keywords
subject: Dynamic Capabilities
  topic: keywords
subject: Innovation Capability
  topic: keywords
subject: Resilient Digital Transformation
  topic: keywords
creator: Krishna Kumar Sharma
rights: Copyright (c) 2026
date: 2026-04-15
publication date: 2026-04-15
starting page: 72
ending page: 80
doi: 10.31305/ijmds.v15n04.009

Rural Non-Farm Employment in Jharkhand: Trends and Determinants
type: item
description: In recent years, rural non-farm sector has gained popularity owing to limited productivity growth in farm sector. High land to labour ratio, sub-division and fragmentation of land holdings, dependence on monsoon for irrigation etc. further pose limitation on agriculture sector. All this has forced the policy makers to find an alternative strategy for rural development. Using secondary data from Employment -Unemployment Surveys (EUS) and Periodic Labour Force Survey (PLFS) conducted by National Sample Survey Organization (NSSO) in 2005-06 and 2023-24, the present paper aims to study the status of farm and non-farm sector in rural areas of Jharkhand. It also tries to examine the factors determining participation of rural households in non-farm sector. The findings of the study reveal that both LFPR and WPR has increased in the state and this increase has been primarily due to increase in female participation. Further, the share of rural non-farm sector in employment has increased but this increase is not sufficient in gainfully absorbing the labour force. Within non-farm sector, in case of male workers, construction sector is providing maximum job opportunities and female workers are mostly employed in manufacturing sector. Factors positively affecting participation in RNFS are age, marital status, gender, caste and level of educational attainment.
subject: Articles
  topic: section
subject: Rural Non-Farm Sector
  topic: keywords
subject: Workforce
  topic: keywords
subject: Labour force
  topic: keywords
subject: Employment
  topic: keywords
creator: Sweta Sharan
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 233
ending page: 240
doi: 10.53983/ijmds.v15n06.024

Consumer Behavior toward Cashless Transactions: A Study with Reference to Kachchh Region
type: item
description: The digital transformation of India’s financial ecosystem has fundamentally reshaped how consumers manage money and engage in transactions. Over the past decade, technological advancements and government-led initiatives have encouraged a steady transition from cash-based exchanges to digital payment systems. This paper examines the changing consumer behavior toward cashless transactions in the Kachchh region of Gujarat, a unique socio-economic area where urban and rural realities coexist. Drawing on insights from national and international research, the study explores the determinants influencing consumer adaptation to cashless systems—namely convenience, awareness, security, and socio-cultural attitudes—while addressing barriers such as digital illiteracy, infrastructural constraints, and psychological resistance. Findings suggest that although awareness and mobile penetration have increased adoption rates in urban centers like Bhuj and Gandhidham, rural areas continue to depend largely on cash. The paper concludes that achieving inclusive digital transformation in Kachchh requires not only technological improvements but also long-term efforts in financial literacy, trust-building, and local capacity enhancement.
subject: Articles
  topic: section
subject: Cashless Economy
  topic: keywords
subject: Consumer Behavior
  topic: keywords
subject: Digital Payments
  topic: keywords
subject: Kachchh Region
  topic: keywords
subject: UPI
  topic: keywords
subject: Financial Inclusion
  topic: keywords
creator: Chandni Rajendra Thacker
creator: Sachin Abda
rights: Copyright (c) 2026
date: 2026-07-15
publication date: 2026-07-15
starting page: 51
ending page: 55
doi: 10.53983/ijmds.v15n07.006

Critical Assessment of India's National Tourism Policy 2022 (Draft): Gaps, Governance Challenges and a Roadmap for the Next Policy Cycle
type: item
description: Indian tourism has so far been mainly governed by a policy, drafted nearly two decades ago in the year 2002. The developments around tourism, concerning the subsequent ecological imbalance, after-effects of the Covid pandemic and currently rising travel demand necessitated the release of a new Draft National Tourism Policy in 2022. The new policy caters to many of the important aspects like sustainability, digitalisation, and destination centric planning. Presently, when Indian tourism deals with heightening global competition, climate vulnerability and post-pandemic resurgence of travel demands, the implementation of new National Tourism Policy becomes very crucial. But the policy has not received yet the formal cabinet approval. This paper sets to evaluate the Draft National Tourism Policy 2022, in the context of its objectives, regulatory frameworks, and the future aspirations of positioning Indian tourism globally. The methodology, chosen here, would be qualitative, supported by the data, collected mainly from Ministry of Tourism. The paper seeks to come up with a document-based discussions on present state of tourism sector, and its immense potentiality that is getting curved by a weak centre-state co-ordination, lack of destination specific planning system, and an effortlessness towards creating a sustainable eco-tourism. The existing body of literature based on tourism policy situates this study to deepen the exploration and establish a twelve-point reformation agenda aiming at contributing largely on country’s economic development. Overall, the current paper contributes to the evaluation of Draft National Tourism Policy 2022 with regard to the contemporary tourism industry.
subject: Articles
  topic: section
subject: Indian tourism policy
  topic: keywords
subject: sustainable tourism
  topic: keywords
subject: destination governance
  topic: keywords
subject: policy evaluation
  topic: keywords
subject: National Tourism Policy 2022
  topic: keywords
creator: Tushar Mandal
creator: Krishna Biswas
rights: Copyright (c) 2026
date: 2026-07-15
publication date: 2026-07-15
starting page: 37
ending page: 50
doi: 10.53983/ijmds.v15n07.005

Inclusive School Management Practices and Students’ Science Technology Engineering and Mathematics Academic Performance in Public Day Secondary Schools in Bugesera District, Rwanda
type: item
description: This study examined the influence of inclusive school management practices on students’ academic performance in Science, Technology, Engineering and Mathematics (STEM) subjects in public day secondary schools in Bugesera District, Rwanda. Specifically, the study assessed the influence of inclusive leadership, student support systems, equitable resource distribution, and teacher support programs on STEM performance. The study adopted a descriptive research design combining quantitative correlational and qualitative descriptive approaches. From a target population of 522 respondents (476 students, 32 teachers, and 14 headteachers) drawn from 14 public day secondary schools, a sample of 227 respondents was determined using the Yamane formula and selected through stratified, simple random, and purposive sampling. Data were collected using structured questionnaires and interview guides and analysed descriptively and inferentially using IBM SPSS version 28.0. The findings show that inclusive school management practices moderately influenced STEM performance, with strong statistically significant positive correlations among all constructs (r = .746 to r = .960, p < .01) and a regression model in which inclusive management practices explained 91.4% of the variance in academic performance (R = .963, R² = .914, F = 103.907, p < .001). Implementation gaps, notably weak student representation, limited teacher involvement in academic planning, inadequate and poorly maintained STEM resources, and insufficient in-service training, constrained the full benefit of otherwise inclusive intentions. The study recommends strengthening participatory leadership, improving STEM resource provision and maintenance, institutionalising continuous professional development, and integrating comprehensive student support systems.
subject: Articles
  topic: section
subject: inclusive school management
  topic: keywords
subject: STEM education
  topic: keywords
subject: academic performance
  topic: keywords
subject: inclusive leadership
  topic: keywords
subject: teacher support
  topic: keywords
subject: Bugesera District
  topic: keywords
subject: Rwanda
  topic: keywords
creator: Benimana Jean Claude
creator: Hesborn Andala
rights: Copyright (c) 2026
date: 2026-07-15
publication date: 2026-07-15
starting page: 29
ending page: 36
doi: 10.53983/ijmds.v15n07.004

Foreign banks in India: Exploring their impact on employment and sustainable economic growth
type: item
description: Foreign Banks are those banks that are headquartered in a different country but have operations in another country in order to provide a varied range of banking services including deposits, loans, foreign exchange and investment products to individuals and government of the host country. Foreign banks in India includes Standard Chartered Banks, CITI Bank, HSBC bank, DBS Bank etc. At present there are 44 foreign banks in India. This research paper explores the role of foreign banks in enhancing employment growth of India and special emphasis on how it contributes to skill development, job creation, and the overall expansion of the economy. It uses secondary data from different published sources including reports by the Reserve Bank of India (RBI), Banking sector review and annual reports of leading foreign banks operated in India to analyse the influence of employment generation in the host country through the establishment of foreign banks. These banks introduce advanced banking practices, financial products, and services, which enhance operational efficiency and competitiveness. These has not led to the creation of job opportunities in not just within the banking sector but also in related industries like education, services, and technology. It is not easy to work in an another as they have to follow the proper guidelines set by the RBI. Their presence forces Indian Banks to enhance service quality, adopt new technology and invest in employee development. Foreign banks often introduce advanced strategy such as digital transaction platforms, blockchain, AI-based financial tools and mobile banking. Moreover, the specialised workforce will be required for maintaining cybersecurity, data analytics, software development that will also enhance employment opportunity. In order to enhance the economy of the nation, the set up of foreign banks is must as they invest in the training and development of their employees, which helps to improve the overall skill set of the workf…
subject: Articles
  topic: section
subject: Employment
  topic: keywords
subject: Contribution
  topic: keywords
subject: Competitiveness
  topic: keywords
subject: Development
  topic: keywords
creator: Manisha Devi
creator: Krishan Kumar Boora
rights: Copyright (c) 2026
date: 2026-07-15
publication date: 2026-07-15
starting page: 15
ending page: 20
doi: 10.53983/ijmds.v15n07.002

Operational Efficiency through Activity-Based Ratios: A Comparative Analysis of Nifty Metal Index Listed Companies
type: item
description: Efficient management of inventories, receivables, and payables is essential for improving operational performance in the steel industry. This study examines the operational efficiency of Adani Enterprises Ltd., JSW Steel Ltd., and Tata Steel Ltd., selected from the Nifty Metal Index, during the period 2022–2026. The analysis is based on five activity-based ratios: Raw Material Turnover Ratio, Work-in-Progress (WIP) Turnover Ratio, Finished Goods Turnover Ratio, Debtors' Turnover Ratio, and Creditors' Turnover Ratio. Secondary data were obtained from the Prowess database, and descriptive statistics and ranking techniques were used to compare the operational performance of the selected companies. The findings reveal noticeable differences in the efficiency of inventory and working capital management among the companies. Adani Enterprises Ltd. emerged as the best overall performer, demonstrating strong efficiency in raw material utilization, finished goods management, and payment to suppliers. JSW Steel Ltd. showed outstanding performance in managing work-in-progress inventory and maintained satisfactory receivables management, while Tata Steel Ltd. excelled in receivables collection but recorded comparatively lower inventory turnover performance. The study highlights that activity-based ratios provide a practical and reliable measure of operational efficiency and can help managers identify areas for improving resource utilization and operational performance. The findings offer useful insights for corporate managers, investors, and policymakers seeking to enhance efficiency and competitiveness in the Indian metal industry.
subject: Articles
  topic: section
subject: Operational Efficiency
  topic: keywords
subject: Activity-Based Ratios
  topic: keywords
subject: Inventory Management
  topic: keywords
subject: Receivables Management
  topic: keywords
subject: Payables Management
  topic: keywords
subject: Nifty Metal Index
  topic: keywords
creator: L. M Udaya Kumar
creator: J Nirmala
rights: Copyright (c) 2026
date: 2026-07-15
publication date: 2026-07-15
starting page: 21
ending page: 28
doi: 10.53983/ijmds.v15n07.003

Influence of Information Communication and Technology Planning Programs on Learners’ Academic Performance in Primary Schools in Rwanda Equip Rubavu District
type: item
description: Background: Rwanda has made substantial investments in Information and Communication Technology (ICT) integration in education through the Rwanda Education Quality Improvement Programme (Rwanda EQUIP). Despite these investments, learner academic performance in many public primary schools remains below expected standards, raising questions about the translational effectiveness of ICT planning into learning outcomes. Objective: This study investigated the influence of ICT planning programmes on learners' academic performance in Rwanda EQUIP-supported public primary schools in Rubavu District, Rwanda. Methods: A descriptive survey design employing mixed methods was adopted. The target population comprised 1,646 respondents (46 headteachers and 1,600 teachers); 322 participants were sampled using Taro Yamane's formula. Data were collected through structured questionnaires, semi-structured interviews, document review, and observation. Quantitative data were analysed using SPSS (descriptive statistics, Pearson correlation, simple linear regression); qualitative data were analysed thematically. Results: All four ICT planning dimensions—infrastructure access (R² = 0.420, β = 0.648, p < 0.001), teacher ICT training and competency (R² = 0.434, β = 0.659, p < 0.001), telephone use in teaching and learning (R² = 0.389, β = 0.624, p < 0.001), and curriculum integration of ICT (R² = 0.450, β = 0.671, p < 0.001)—significantly and positively predicted learners' academic performance. Curriculum integration emerged as the strongest predictor. Conclusion: Rwanda EQUIP's ICT planning programmes significantly enhance learner academic outcomes when infrastructure, teacher capacity, mobile technology, and curriculum alignment are comprehensively implemented. Sustained investment in all four dimensions is recommended to maximise educational gains.
subject: Articles
  topic: section
subject: ICT planning
  topic: keywords
subject: Rwanda EQUIP
  topic: keywords
subject: academic performance
  topic: keywords
subject: primary education
  topic: keywords
subject: Rwanda
  topic: keywords
subject: curriculum integration
  topic: keywords
subject: teacher training
  topic: keywords
subject: mobile learning
  topic: keywords
creator: Ndagijimana Jean Marie Vianney
creator: Mugiraneza Faustin
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 222
ending page: 232
doi: 10.53983/ijmds.v15n06.023

Effectiveness and Efficiency of Resource Management and School Learning Outcomes in Public Primary Schools in Gasabo District, Rwanda
type: item
description: This study examined the effectiveness and efficiency of resource management on school learning outcomes in public primary schools in Gasabo District, Rwanda. Guided by Resource-Based View Theory and Educational Production Function Theory, the study focused on four dimensions of resource management: resource planning, resource utilization, resource monitoring, and resource adequacy. A descriptive-correlational survey design with a concurrent mixed-methods approach was employed. From a target population of 1,623 stakeholders (82 headteachers, 1,540 teachers, and 1 District Education Officer) across 82 public primary schools, a stratified and purposive sample of 321 respondents was determined using the Yamane (1967) formula. Data were collected from 294 teachers through structured questionnaires, 16 headteachers through semi-structured interviews, and 1 District Education Officer through a key informant interview, yielding an overall response rate of 96.9%. Quantitative data were analyzed descriptively and inferentially using Pearson correlation and regression analysis in SPSS, while qualitative data were analyzed thematically. Findings revealed that all four dimensions of resource management significantly and positively predict school learning outcomes. Resource planning accounted for 37.5% of the variance in learning outcomes (R = 0.612, R² = 0.375, F = 174.67, p < 0.001; β = 0.612). Resource utilization explained 34.4% of the variance (R = 0.587, R² = 0.344, F = 153.07, p < 0.001; β = 0.587). Resource monitoring accounted for 33.4% (R = 0.578, R² = 0.334, F = 146.29, p < 0.001; β = 0.578). Resource adequacy explained 36.1% (R = 0.601, R² = 0.361, F = 164.48, p < 0.001; β = 0.601). The combined multiple regression model explained 56.0% of the variance in school learning outcomes (R = 0.748, R² = 0.560, p < 0.001), confirming that the four dimensions operate as an integrated, mutually reinforcing system rather than as isolated practices. Qualitative findings corrobora…
subject: Articles
  topic: section
subject: resource management
  topic: keywords
subject: school learning outcomes
  topic: keywords
subject: resource planning
  topic: keywords
subject: resource utilization
  topic: keywords
subject: resource monitoring
  topic: keywords
subject: resource adequacy
  topic: keywords
subject: public primary schools
  topic: keywords
subject: Gasabo District
  topic: keywords
subject: Rwanda
  topic: keywords
creator: Kabandana Theoneste
creator: Andala Opiyo Hesbon
rights: Copyright (c) 2026
date: 2026-07-15
publication date: 2026-07-15
starting page: 01
ending page: 14
doi: 10.53983/ijmds.v15n07.001

Trends and Sustainability in State Finances of Himachal Pradesh
type: item
description: Fiscal Health of states in India reflected through NITI Aayog’s Fiscal Health Index shows significant inter-state disparities. Guided by strong revenue mobilisation, fiscal prudence and effective debt management Odisha has been ranked top-performing state in India. Using the data from the CAG of India’s Audit reports, the present paper studied the trends in the fiscal health of Himachal Pradesh. Data on state finances reflect mounting fiscal pressures and increased dependence of the state on central transfers to fund its developmental needs. Since 2000-01, despite more than tenfold increase in Gross State Domestic Product (GSDP), the fiscal challenges of the state still persist due to almost stagnant revenue receipts, expenditure patterns in the form of high revenue expenditure and low capital expenditure. The deficits trends of the state also show breaching of targets set up by the Finance Commission and the HP-FRBM Act. Apart from these increasing liabilities, and central-state financial dynamics have also impacted the fiscal health of Himachal Pradesh. For fiscal sustainability there is a need to adopt comprehensive reforms and disciplined fiscal management by the state.
subject: Articles
  topic: section
subject: Fiscal Health
  topic: keywords
subject: Financial Sustainability
  topic: keywords
subject: Fiscal Responsibility
  topic: keywords
subject: Public Debt
  topic: keywords
creator: Pyare Lal Verma
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 205
ending page: 221
doi: 10.53983/ijmds.v15n06.022

Public–Private Partnerships and MSMEs Growth in Tribal Areas: With Reference to Alluri Sitaramaraju District, Andhra Pradesh
type: item
description: Micro, Small & Medium Enterprises (MSMEs) are an important tool for generating employment and resources in the tribal-dominated areas. However, rural MSMEs in tribal areas are still devoid of robust infrastructure, decreased access to finance, weak market linkages and low institutional awareness. Recently, Public–Private Partnerships (PPPs) have played a key role in addressing these limitations by leveraging the advantages of public support and private-sector efficiency. The present research is spread under Focus on P3 (Public Private Partnership) Initiatives for nurturing MSME (Micro Small Medium Enterprises) in tribal regions: A case study of Alluri Sitarama Raju district. We obtained primary data from a structured questionnaire survey of 100 rural MSMEs and also through interviews and focus group discussions. Percentage analysis, cross-tabulation and Chi-Square tests were performed for the analysis. Results suggest strong positive correlations between awareness of PPP programs and employment, income generation, and infrastructure benefits. The report also mentions major challenges such as credit constraints, digital literacy gaps and administrative complexity. The findings indicate that in areas with low asset ownership, increased awareness training and institutional access can help improve tribal MSME performance and foster inclusive rural development through PPP models of clustering.
subject: Articles
  topic: section
subject: Public–Private Partnership
  topic: keywords
subject: Rural MSMEs
  topic: keywords
subject: Tribal Areas
  topic: keywords
subject: Inclusive Development
  topic: keywords
creator: L. Madhu Kumar
creator: M. Nani Babu
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 195
ending page: 204
doi: 10.53983/ijmds.v15n06.021

Agriculture Sector and Kisan Credit Card Scheme
type: item
description: 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.
subject: Articles
  topic: section
subject: Beneficiary
  topic: keywords
subject: KCC
  topic: keywords
subject: livings
  topic: keywords
subject: occupation
  topic: keywords
subject: production
  topic: keywords
creator: Tek Singh
creator: Mahender Kumar
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 170
ending page: 185
doi: 10.53983/ijmds.v15n06.019

Laboratory Learning Resources Management Practices and Students’ Skills Achievement in Chemistry in Public Secondary Schools in Gasabo District, Rwanda
type: item
description: 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…
subject: Articles
  topic: section
subject: laboratory learning resources
  topic: keywords
subject: management practices
  topic: keywords
subject: skills achievement
  topic: keywords
subject: chemistry education
  topic: keywords
subject: Competence-Based Curriculum
  topic: keywords
subject: Rwanda
  topic: keywords
creator: Ruth Mutuyimana
creator: Hesbon Opiyo Andala
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 186
ending page: 194
doi: 10.53983/ijmds.v15n06.020

Instructional Materials Utilization and Educational Outcomes in Public Secondary Schools in Nyarugenge District, Rwanda
type: item
description: 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.
subject: Articles
  topic: section
subject: instructional materials
  topic: keywords
subject: instructional materials utilization
  topic: keywords
subject: teaching aids
  topic: keywords
subject: educational outcomes
  topic: keywords
subject: public secondary schools
  topic: keywords
subject: Rwanda
  topic: keywords
creator: Twahirwa Joachim
creator: Mugiraneza Faustin
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 162
ending page: 169
doi: 10.53983/ijmds.v15n06.018

Influence of School Management Data-Driven Practices on School Performance in Public Primary Schools in Gatsibo District, Rwanda
type: item
description: 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 alongs…
subject: Articles
  topic: section
subject: data-driven practices
  topic: keywords
subject: data literacy
  topic: keywords
subject: actionable insights
  topic: keywords
subject: school performance
  topic: keywords
subject: student retention
  topic: keywords
subject: public primary schools
  topic: keywords
subject: Rwanda
  topic: keywords
creator: Nishimwe Christine
creator: Ruth Thinguri
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 155
ending page: 161
doi: 10.53983/ijmds.v15n06.017

Psychosocial Support and Emotional Well-Being of Children with Incarcerated Parents: A Case of The Child Journey Program at Prison Fellowship Rwanda
type: item
description: 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.
subject: Articles
  topic: section
subject: psychosocial support
  topic: keywords
subject: emotional well-being
  topic: keywords
subject: parental incarceration
  topic: keywords
subject: child resilience
  topic: keywords
subject: Prison Fellowship Rwanda
  topic: keywords
subject: caregiver support
  topic: keywords
subject: school-based interventions
  topic: keywords
subject: peer support groups
  topic: keywords
creator: Mukunde Germaine
creator: Cyndi Kinuthia
creator: Jean Bosco TURIKUMWENAMUNGU
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 01
ending page: 10
doi: 10.53983/ijmds.v15n06.001

Effects of Educational resource Planning on Public Primary Schools’ Academic outcomes in Karongi District, Rwanda
type: item
description: 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.
subject: Articles
  topic: section
subject: educational resource planning
  topic: keywords
subject: academic outcomes
  topic: keywords
subject: primary education
  topic: keywords
subject: Rwanda
  topic: keywords
subject: human resource planning
  topic: keywords
subject: financial resource planning
  topic: keywords
subject: instructional resources
  topic: keywords
subject: physical resources
  topic: keywords
creator: Felix Habumugisha
creator: Mugiraneza Faustin
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 148
ending page: 154
doi: 10.53983/ijmds.v15n06.016

Strategic Planning Component and Performance of Insurance Companies in Rwanda: A Case Study of Old Mutual Public Limited Company
type: item
description: 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.
subject: Articles
  topic: section
subject: strategic planning
  topic: keywords
subject: strategic goals
  topic: keywords
subject: resource allocation
  topic: keywords
subject: strategic quality control
  topic: keywords
subject: organizational performance
  topic: keywords
subject: insurance
  topic: keywords
subject: Rwanda
  topic: keywords
creator: Mugabe Patrick
creator: Eugenia Nkechi Irechukwu
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 139
ending page: 147
doi: 10.53983/ijmds.v15n06.015

School Management Practices and Students’ Academic Performance in Twelve Years Basic Education in Gasabo District, Rwanda
type: item
description: 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.
subject: Articles
  topic: section
subject: school management practices
  topic: keywords
subject: administrative factors
  topic: keywords
subject: teacher-related factors
  topic: keywords
subject: academic performance
  topic: keywords
subject: Twelve Years Basic Education
  topic: keywords
subject: Rwanda
  topic: keywords
creator: Jean de Dieu Niyibizi
creator: Mugiraneza Faustin
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 133
ending page: 138
doi: 10.53983/ijmds.v15n06.014

Influence of School Leadership Practices on Teachers' Empowerment in Public Secondary Schools in Kicukiro District, Rwanda
type: item
description: 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.
subject: Articles
  topic: section
subject: School leadership practices
  topic: keywords
subject: teacher empowerment
  topic: keywords
subject: decision-making
  topic: keywords
subject: delegation
  topic: keywords
subject: professional development
  topic: keywords
subject: Kicukiro District
  topic: keywords
subject: Rwanda
  topic: keywords
creator: Umurungi Harriette
creator: Ruth Thinguri
rights: Copyright (c) 2026
date: 2026-05-15
publication date: 2026-05-15
starting page: 124
ending page: 131
doi: 10.53983/ijmds.v15n05.013

Effects of Educational Technology Inclusion on Teachers’ English Language Proficiency in Government Lower Secondary Schools in Gasabo District, Rwanda
type: item
description: 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 En…
subject: Articles
  topic: section
subject: Educational Technology Inclusion
  topic: keywords
subject: School Leadership
  topic: keywords
subject: English Language Proficiency
  topic: keywords
subject: Government Lower Secondary Schools
  topic: keywords
creator: Jean Claude Niyonzima
creator: Mugiraneza Faustin
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 121
ending page: 132
doi: 10.53983/ijmds.v15n06.013

Effects of Collaborative Leadership on Teacher Professional Development in Public Secondary Schools in Nyagatare District, Rwanda
type: item
description: 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 collabo…
subject: Articles
  topic: section
subject: Collaborative Leadership
  topic: keywords
subject: Teacher Professional Development
  topic: keywords
subject: Public Secondary Schools
  topic: keywords
subject: Educational Leadership
  topic: keywords
creator: Eric Eliel Niyitegeka
creator: Opiyo Andala Hesbon
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 109
ending page: 120
doi: 10.53983/ijmds.v15n06.012

Performance and Problems of Street Food Vendors in Tiruvannamalai City
type: item
description: 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.
subject: Articles
  topic: section
subject: Performance
  topic: keywords
subject: Street Vendors
  topic: keywords
subject: Problems
  topic: keywords
subject: Tiruvannamalai
  topic: keywords
creator: A. Udhayakumar
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 101
ending page: 108
doi: 10.53983/ijmds.v15n06.011

Reconceptualizing the Female Bildungsroman: An Integrated Thematic Coding and Theoretical Framework of North-East Indian Women’s English Fiction
type: item
description: 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.
subject: Articles
  topic: section
subject: Bildungsroman
  topic: keywords
subject: Identity
  topic: keywords
subject: Trauma
  topic: keywords
subject: Hybridity
  topic: keywords
subject: Patriarchy
  topic: keywords
subject: Empowerment
  topic: keywords
creator: Jagdish Gupta
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 85
ending page: 100
doi: 10.53983/ijmds.v15n06.010

Assessment of the Influence of School-Parents Collaboration on Students Success in Lower Public Primary Schools in Nyarugenge District, Rwanda
type: item
description: 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.
subject: Articles
  topic: section
subject: school–parent collaboration
  topic: keywords
subject: student success
  topic: keywords
subject: primary education
  topic: keywords
subject: Rwanda
  topic: keywords
subject: SGAC
  topic: keywords
subject: parental involvement
  topic: keywords
subject: mixed methods
  topic: keywords
creator: Jean Baptiste MUSERUKA
creator: RUTH THINGURI
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 76
ending page: 84
doi: 10.53983/ijmds.v15n06.009

Discipline Management Strategies and Students’ Academic Performance in Public Day Secondary Schools in Rwamagana District, Rwanda
type: item
description: 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.
subject: Articles
  topic: section
subject: Discipline management
  topic: keywords
subject: restorative justice
  topic: keywords
subject: classroom management
  topic: keywords
subject: academic performance
  topic: keywords
subject: secondary schools
  topic: keywords
subject: Rwanda
  topic: keywords
creator: Uwera Christine
creator: Tomno Cheboi Stephen
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 68
ending page: 75
doi: 10.53983/ijmds.v15n06.008

Laboratory Resources Management and Performance of Teaching and Learning of Science Subjects in Public Secondary Schools in Nyagatare District, Rwanda
type: item
description: 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.
subject: Articles
  topic: section
subject: Laboratory resource management
  topic: keywords
subject: science education
  topic: keywords
subject: teaching and learning performance
  topic: keywords
subject: laboratory availability
  topic: keywords
subject: teacher training
  topic: keywords
creator: Ndihokubwayo Emmanuel
creator: Mugiraneza Faustin
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 59
ending page: 67
doi: 10.53983/ijmds.v15n06.007

Teachers’ Perceptions of ICT Integration and Its Influence on Pedagogical Practices Among Public Secondary Schools in Karongi District, Rwanda
type: item
description: 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 underser…
subject: Articles
  topic: section
subject: ICT integration
  topic: keywords
subject: teachers' perceptions
  topic: keywords
subject: pedagogical practices
  topic: keywords
subject: Rwanda
  topic: keywords
subject: Technology Acceptance Model
  topic: keywords
subject: ICT self-efficacy
  topic: keywords
subject: professional development
  topic: keywords
subject: Karongi District
  topic: keywords
creator: Celestin Nizeyimana
creator: Tomno Cheboi Stephen
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 41
ending page: 51
doi: 10.53983/ijmds.v15n06.005

Influence of Planning for Comprehensive Assessment on School Performance in Upper Primary Schools in Gasabo District, Rwanda
type: item
description: 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.
subject: Articles
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subject: comprehensive assessment planning
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subject: school performance
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subject: Rwanda
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subject: Gasabo District
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subject: teacher training
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subject: assessment objectives
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subject: assessment scheduling
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subject: Competence-Based Curriculum
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creator: Jackson KANYAMAHANGA
creator: Mugiraneza Faustin
rights: Copyright (c) 2026
date: 2026-06-15
publication date: 2026-06-15
starting page: 29
ending page: 40
doi: 10.53983/ijmds.v15n06.004