Closing the gap: analytical study on leadership and demonstrated competencies among primary school head teachers in Rwanda
Abstract
This paper aimed at analyzing leadership competencies among primary school head teachers (HTs) with respect to their current school leadership practices and five key performance standards identified as creating strategic direction, leading learning, leading teaching, managing the school as an organization and finally community and parental involvement. The study utilized a mixed methods approach that integrated both qualitative and quantitative as a means of tringulation. A comparison of the mean scores for head teachers and teachers revealed a correlation coefficient with a negative linear relationship (-.34) between HTs and teachers on leading teaching and a weak linear relationship (.1) on creating strategic direction. It also confirms that there is a difference between head teacher current school leadership practices and the identified professional performance standards. These findings indicate that there is need for provision of specific school leadership trainings to respond to the broadened roles and responsibilities of primary school head teachers.
Keywords: Leadership standards, competencies, organization, learning, teaching, community engagement
Kigali Institute of Education (KIE) was issued with copyright registration Certificate No. Rw-C10000866 by the Office of the Registrar General in accordance to the Rwandan IPR Law No. 31/2009.
N.B.: KIE is now a College of Education, constituent of the University of Rwanda in accordance to the Rwandan Law No. 71/2013 of 10/09/2013 establishing the University of Rwanda (UR), and the College of Education as shown on its website: http://www.ce.ur.ac.rw/
