School Leadership Practices and Students’ Academic Competence in TVET Secondary Schools in Rwanda
DOI:
https://doi.org/10.53819/81018102t5213Abstract
The students’ competency among TVET secondary schools in Rwanda specifically in Musanze District depends on the quality of school leadership practices. Therefore, the purpose of this study was to investigate the relationship of school leadership on students’ academic competence in TVET secondary school in Musanze District Rwanda. The target population was 172 respondents that provided the sample size of 118 got using Morgan’s table. Interview guide, observation and questionnaire were used as data collection instruments. Correlation research design was employed. The study found that there is a positive correlation between school leadership practices and students’ academic competence since the significant level for the calculated R-value was .797 which is greater than .05 significance level. Therefore, there is a strong positive significant correlation that exists between the two variables under discussion. The recommendations of this study highlight the critical roles of both school head teachers and the Ministry of Education in enhancing students' academic competence. For school head teachers, it is paramount to cultivate effective leadership practices that align with their schools' vision and promote students' academic growth. Such practices could include evidence-based teaching methods, student-centered learning approaches, and fostering an inclusive, supportive school culture. On the other hand, the Ministry of Education, as the policy-making body, is recommended to arrange motivational talks for students ahead of integrated assessments, helping alleviate test-related stress and boosting morale. Furthermore, the Ministry should create comprehensive guidelines detailing effective school leadership practices. These directives serve as a roadmap for schools to establish a conducive learning environment and to ensure quality education for all students.
Keywords: Academic competence, Students’ competences, Leadership practice and School leadership.
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