The effects of instructional leadership practices employed by head teachers on the academic performance of students with visual impairments at Home de la Vierge des Pauvres (HVP) Gatagara in Rwamagana District, Rwanda

Anne Irasubiza; Stephen Tomno Cheboi

doi:10.51867/ajernet.7.1.108

Autores

Anne Irasubiza Mount Kigali University, Rwanda
Stephen Tomno Cheboi Mount Kigali University, Rwanda https://orcid.org/0000-0003-1797-5042

DOI:

https://doi.org/10.51867/ajernet.7.1.108

Palavras-chave:

Academic Performance, Head Teachers, Instructional Leadership Practices, Inclusive Education, Visual Impairment

Resumo

This study investigated the effects of instructional leadership practices employed by head teachers on the academic performance of students with visual impairments at Home de la Vierge des Pauvres (HVP) Gatagara in the Rwamagana district, Rwanda. The study was guided by three specific objectives: to assess the head teachers’ instructional leadership practices in curriculum development and adaptation at HVP Gatagara, to evaluate the head teachers’ instructional leadership practices in teacher professional development at HVP Gatagara, and to analyze the head teachers’ instructional leadership practices in creating an inclusive school environment at HVP Gatagara. The study was grounded on transformational leadership theory and inclusive education theory. All vision-impaired students, teachers, and administrators of HVP Gatagara were involved in the sample, 192 participants in total. That included 148 students with visual impairments, 38 teachers, 4 school administrators, and 2 technology specialists. The study employed a descriptive survey design with a mixed-methods approach. Questionnaires and interviews were used as data collection tools. The data collected from questionnaires were analyzed by descriptive statistics through SPSS, and data collected from interviews were analyzed thematically. Results indicated that leadership in curriculum development and teachers' professional development did not have a significant impact on students’ academic performance (p > 0.05). Nevertheless, these leadership efforts contributed to the teachers’ professional growth and improved instructional practices. In contrast, the head teachers’ instructional leadership in creating an inclusive school environment demonstrated a strong and statistically significant relationship with students’ academic performance (R = 0.753, R² = 0.567, p < 0.001). While the instructional leadership in creating an inclusive school environment matters, the study recommended the Ministry of Education strengthen policies that promote effective instructional leadership and genuine inclusion in schools serving learners with visual impairments. School leaders should provide continuous support and mentorship to teachers to encourage the use of diverse teaching methods that address the varied needs of learners. Teachers should share professional experiences and continuously develop new pedagogical approaches to enhance learning for all students.

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