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Effect of distributed leadership style on academic performance of secondary school students: Case study of Musanze District, Rwanda 2023-2024
Abstract
This study examined how distributed leadership style affects the academic performance of secondary school students in Musanze District (2023-2024). This study focused on understanding how accountability by school leaders influences the academic performance of secondary school students in Musanze District, Rwanda, during the 2023–2024 academic year. It was guided by Transformational Leadership Theory and Social Learning Theory. A convergent parallel mixed-methods approach was used to collect both numerical and descriptive data from 15 secondary schools. The sample included 320 participants made up of students, teachers, Directors of Studies, and school leaders. Stratified and census sampling methods were applied, and the sample size was calculated using Yamane’s formula. Data collection tools included structured questionnaires, interviews, and document reviews. Quantitative data were analyzed using SPSS version 27, while qualitative data were reviewed through thematic analysis. Results showed that accountability had a strong and clear effect on student academic performance, with an R-squared value of 0.866 and a p-value of 0.000. This means that when school leaders act responsibly and follow up on duties, students tend to perform better. However, some challenges were observed, such as limited supervision time and weak monitoring systems. To enhance academic performance, school leaders should set clear goals, provide regular feedback, and foster open communication. The Ministry of Education must support schools with resources, training, and monitoring. Promoting collaboration with families and communities will strengthen accountability practices and help improve student outcomes nationwide through shared responsibility and transparent leadership.
