Investigating the Relationship between School Leadership and Academic Performance: A Case Study of Secondary Schools in Rusizi District, Rwanda

This paper aimed to investigate the relationship between school leadership and students’ academic performance in secondary schools of Rusizi District. To achieve this objective, the research used a descriptive survey design. The investigation was guided by the Transformational Leadership Theory. The study was conducted in Rusizi district in Rwanda. The study targeted 340 individuals including students, teachers, Head Teachers and Deans of Studies (DOSs). The study used a combination of simple random and stratified sampling techniques to select a sample of the study of 220 individual including 155 students, 55 teachers, 5 Head Teachers and 5 DOSs. This sample was selected from five secondary schools of Rusizi district. This paper employed a descriptive research design, utilizing questionnaires and interview guides to collect both qualitative and quantitative data. The collected data were analysed and presented using tables and graphs, applying descriptive statistics such as frequency, mean, percentages and others. Statistical analysis was conducted using the SPSS 22nd version software. Qualitative data were analysed, interpreted and presented using extracts, explanations and interpretation. The findings of this study reveal a significant relationship between effective school leadership styles and students’ academic performance in secondary schools in Rusizi District, Rwanda. Quantitative data indicate that the majority of students and teachers agree that effective leadership enhances standardized test scores, GPA, completion rates and reduces repetition rates, with high mean scores and consistent standard deviations supporting these views. The study found a strong correlation between school leadership and academic performance (r = .854, p < .01). Regression analysis confirmed that 74.1% of the variation in academic performance can be attributed to leadership styles. Furthermore, regression coefficients indicate that school leadership statistically and significantly predicts academic performance (B = 0.845, t = 20.917, p < 0.001). Qualitative insights from key informants underscore the role of effective leadership in fostering discipline, motivation, goal-setting, teacher support, and collaboration among stakeholders. These elements collectively create a positive school culture, enhance teaching quality and promote a nurturing environment conducive to academic excellence. The study concluded that effective school leadership styles significantly enhance students’ academic performance in Rusizi District, Rwanda. It has recommended that school leaders and teachers have to collaborate to foster discipline, motivation and a supportive learning environment to improve academic performance.