School Management Practices and Students’ Performance in Biology in Public Secondary Schools in Rwanda: A Case of Nyamasheke District

Abstract

This study examined the influence of school management practices on students’ performance in biology in public secondary schools in Nyamasheke District, Rwanda. Specifically, it sought to determine instructional leadership practices that enhance students’ learning competence in biology, assess disciplinary control practices affecting students’ performance, and evaluate the role of teacher supervision and support in improving biology teaching and learning outcomes. The study was guided by educational leadership and management theory and adopted a mixed-methods approach. The target population comprised 4,750 participants, including students, teachers, directors of studies, and head teachers. Data were collected using questionnaires and interviews, and analyzed using SPSS version 21. Findings revealed that instructional leadership accounted for 41.1% of variations in students’ competence (β = 0.641, p < 0.001), disciplinary control explained 35.8% (β = 0.598, p = 0.000), and teacher supervision and support contributed 38.8% (β = 0.623, p = 0.000). The study concludes that effective leadership, structured discipline, and supportive supervision are crucial for enhancing biology performance. It recommends regular supervision, provision of laboratory resources, consistent enforcement of rules, and capacity-building programs for teachers and administrators to improve instructional quality and student achievement.