An Analytical Study on Leadership and Demonstrated Competencies Among Primary School Head Teachers in Rwanda

This journal article examines how primary school head teachers in Rwanda perform against five leadership standards: creating strategic direction, leading learning, leading teaching, managing the school as an organisation, and community and parental involvement. Using a mixed-methods design (surveys, interviews, focus groups, and observations) across 17 schools, the authors compare head teachers’ self-ratings with teachers’ assessments and observed practices to identify competency gaps and training needs.

The study situates findings within national reforms to strengthen school leadership, noting the establishment of a school leadership unit and the introduction of continuous professional development in school leadership through the University of Rwanda – College of Education. The authors conclude there is a need for specific leadership training aligned with standards to address broadened roles and responsibilities of primary school heads.

This article was originally published by University of Rwanda - College of Education in Rwandan Journal of Education, Vol 4, No 1 (2017).