Community Engagement as an Engine for School Performance: The Case of Secondary Schools of Kamonyi District, Rwanda

Abstract

This study investigates the effects of community engagement on school performance in secondary schools in Kamonyi District, Rwanda. The study specifically focused on evaluating the extent of parental involvement in secondary schools in Kamonyi District and its influence on academic achievement, student attendance, and teacher performance, examining the effectiveness of community communication channels in promoting school performance in secondary schools in Kamonyi District and investigating the role of local community support in enhancing school performance in secondary schools in Kamonyi District. Guided by Epstein’s Theory of Overlapping Spheres of Influence, the research explores the roles of parental involvement, community communication channels, and local community support in enhancing academic achievement, student attendance, and teacher performance. Using a correlational research design, quantitative data were collected from a sample of 530 respondents. The study utilized a total sample size of 530 respondents drawn from a target population of 2,014 individuals. A census approach was applied to head teachers and members of the school parents’ committee, each consisting of 101 individuals, ensuring full inclusion of these groups. For secondary school teachers, stratified random sampling was used to select 328 participants from a total population of 1,812. Secondary data were gathered from reports, policy documents, and other relevant records from the Ministry of Education and Kamonyi District’s Education Office and primary data were collected through structured questionnaires. After data collection, the responses from the questionnaires were coded and entered into SPSS, for analysis. Descriptive statistics were used to summarize the data, including means, frequencies, and percentages. Correlation analysis was performed to examine the relationship between community engagement and school performance. The study found a strong and statistically significant relationship between community engagement and school performance in Kamonyi District (r = 0.874, p < 0.01). Parental involvement positively correlates with teacher performance (r = 0.803, p < 0.01) and student attendance (r = 0.735, p < 0.01), highlighting its role in enhancing teaching effectiveness and student presence. Effective community communication also improves student attendance (r = 0.757, p < 0.01) and teacher performance (r = 0.816, p < 0.01). Additionally, local community support shows the strongest correlation with academic achievement (r = 0.969, p < 0.01) and student attendance (r = 0.818, p < 0.01), emphasizing the importance of community contributions to school success. In conclusion, the study emphasizes that strong community engagement—through active parental involvement, effective communication, and local community support—significantly enhances school performance in Kamonyi District. To address the gaps identified, the study recommends that the Ministry of Education (MINEDUC) develop and implement guidelines encouraging parental involvement in school governance, decision-making, and educational activities. Strengthened policies on community engagement and investments in digital and traditional communication platforms are also essential to foster effective communication between schools and stakeholders.