Influence of instructional supervision on students’ performance in Twelve Years Basic Education (12YBE) in Rwandan rural schools

Ezechiel Nzayisenga; Jean Baptiste Ndagijimana

doi:10.51867/ajernet.6.4.21

Authors

Ezechiel Nzayisenga
nzayisenga108@gmail.com
University of Kigali, Rwanda https://orcid.org/0009-0007-5954-3199
Jean Baptiste Ndagijimana University of Kigali, College of Education – University of Rwanda, Rwanda https://orcid.org/0000-0003-0824-909X

Keywords:

Instructional Supervision, Rural Schools, Students’ Performance, Twelve Years of Basic Education

Abstract

This study aims to examine the effects of instructional supervision on student performance, focusing on rural schools in Rwanda. The study was guided by two theories: systems theory and the theory of educational supervision. This study was conducted using a descriptive survey design with a mixed approach, integrating both quantitative and qualitative data. The target population consisted of teachers and head teachers of secondary schools in the rural area of Rubavu District. A simple random sampling method was used to select 164 teachers, while purposive sampling was used to select 17 head teachers from 17 schools. Data collection involved questionnaires and interviews, while document analysis was conducted on students' performance as secondary data. Quantitative data was analyzed using descriptive and inferential statistics in SPSS, and qualitative data was analyzed thematically. The findings revealed that inadequate instructional supervision—characterized by infrequent and irregular classroom visits, inconsistent feedback, and a lack of professional development opportunities—was the root cause of poor student performance in rural schools. Correlation and regression analyses showed a strong positive relationship (R = 0.705), with instructional supervision accounting for 49.7% of the variance in student outcomes. The ANOVA results (F = 7.907, p = 0.023) confirmed the model's statistical significance. Regression coefficients indicated that a one-unit increase in instructional supervision improves student performance by 0.565 units, with this relationship being highly significant (p = 0.023). These findings suggest that strengthening instructional supervision can significantly enhance student achievement, highlighting its critical role in educational quality and policy development for rural school improvement. The study recommended that NESA and policymakers adopt virtual instructional supervision to ensure adequate supervision and to develop a comprehensive instructional supervision policy. It also advised school leaders to plan professional development for teachers and implement regular instructional supervision through classroom visits and constructive feedback. Adopting these strategies could improve students’ academic performance in rural schools.

Dimensions

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